Annual Report 2011/2012 - Western Cape€¦ · The first sign of this progress is the increase in...

Annual Report 2011/2012Department of Education

Mr Donald Grant Minister of Education I submit the Annual Report of the Western Cape Education Department for the period 1 April 2011 to 31 March 2012.

PA Vinjevold 31 August 2012

DEPARTMENT OF EDUCATION VOTE 05 2011/12 ANNUAL REPORT 1. General Information

Vision, mission and values ............................................................................................................. 1 Organisational structure ................................................................................................................. 1 Legislative mandate ....................................................................................................................... 2 Entities reporting to the Minister ..................................................................................................... 2 Minister’s statement ....................................................................................................................... 2 Accounting officer’s overview ......................................................................................................... 4

2. Information on predetermined objectives 2.1 Overall performance ....................................................................................................................... 6 2.1.1 Voted funds .................................................................................................................................... 6 2.1.2 Aim of vote ..................................................................................................................................... 6 2.1.3 Strategic Outcome Oriented Goals ................................................................................................. 6 2.1.4 Overview of the service delivery environment for 2011/12 ............................................................. 7 2.1.5 Overview of the organisational environment for 2011/12 ............................................................... 8 2.1.6 Key policy developments and legislative changes ....................................................................... 10 2.1.7 Departmental revenue .................................................................................................................. 12 2.1.8 Departmental expenditure ............................................................................................................ 12 2.1.9 Transfer payments ....................................................................................................................... 13 2.1.10 Conditional grants and earmarked funds ...................................................................................... 13 2.1.11 Capital investment, maintenance and asset management plan ................................................... 19 2.2 Programme performance.............................................................................................................. 23

Programme 1: Administration ....................................................................................................... 25 Programme 2: Public school education ........................................................................................ 36 Programme 3: Independent school subsidies............................................................................... 61 Programme 4: Public special school education ............................................................................ 66 Programme 5: Further education and training .............................................................................. 72 Programme 6: Adult education and training ................................................................................. 78 Programme 7: Early childhood development ................................................................................ 84 Programme 8: Auxiliary and associated services ......................................................................... 89

3. Annual financial statements ...................................................................................................... 94

Report by the Audit Committee .................................................................................................... 95 Report of the Accounting Officer .................................................................................................. 98 Report of the Auditor-General .................................................................................................... 109 Appropriation statement ............................................................................................................. 116 Notes to the appropriation statement ......................................................................................... 126 Statement of financial performance ............................................................................................ 128 Statement of financial position .................................................................................................... 129 Statement of changes in net assets ........................................................................................... 130 Cash flow statement ................................................................................................................... 131 Statement of accounting policies ................................................................................................ 132 Notes to the annual financial statements .................................................................................... 141 Disclosure notes to the annual financial statements ................................................................... 150 Annexures (unaudited supplementary schedules)...................................................................... 166

4. Human resource management ................................................................................................ 174

5. Other information

Organogram ............................................................................................................................... 207 Action Plan 2014 ........................................................................................................................ 208 List of contact details .................................................................................................................. 211 National programme performance measures - definitions .......................................................... 212 Glossary ..................................................................................................................................... 219

Annual Report 2011/12 1

Part 1 – General Information

Vision Creating opportunity for all through improved education outcomes. This is given expression through three over-arching goals: 1. Improved literacy and numeracy in primary schools 2. Improved number and quality of passes in the National Senior Certificate 3. Reduction in number of under-performing schools Mission To provide quality education to all learners in the province through the following: Overall planning for, and management of, the education system Education in public ordinary schools Support to independent schools Education in public special schools Further Education and Training (FET) at public FET colleges Adult Education and Training (AET) in community learning centres Early Childhood Development (ECD) in Grade R Training opportunities for teachers and non-teachers Targeted food programme and other poverty alleviation and safety measures Support to teachers through provision of basic conditions of service, incentives and an employee wellness

programme Values The prime importance of the learner The values of the South African Constitution and the Bill of Rights Excellence through the supply of, and support for, an equipped, positive and flourishing teaching force that

is professional and dedicated Accountability and transparency Integrity and excellence in administrative and support functions

Organisational Structure

The Western Cape Education Department is headed by the Superintendent General. There are 4 branches, each headed by a Deputy Director General. The branches are: Education Planning; Curriculum and Assessment Management; Institution Development and Co-ordination and Corporate Services. See Organogram in Appendix A.


Legislative Mandate Constitution of the Republic of South Africa, 1996 (Act 108 of 1996) The Constitution of the Western Cape Province, 1998 (Act 1 of 1998) Western Cape Provincial School Education Act, 1997 (Act 12 of 1997) The South African Schools Act (SASA), 1996 (Act 84 of 1996) The National Education Policy Act (NEPA), 1996 (Act 27 of 1996) Further Education and Training Colleges Act, 1998 (Act 16 of 2006) The General and Further Education and Training Quality Assurance Act, 2001 (Act 58 of 2001) Employment of Educators Act, 1998 (Act 76 of 1998) Public Finance Management Act, 1999 (Act 1 of 1999) Municipal Finance Management Act, 2003 (Act 56 of 2003) The Annual Division of Revenue Acts Public Service Act, 1994 (Proclamation 103 of 1994) South African Qualifications Authority Act, 1995 (Act 58 of 1995) The South African Council for Educators Act (31 of 2000) Adult Basic Education and Training Act, 2000 (Act 52 of 2000) Entities reporting to the Minister None

Minister’s Statement It is the vision of the Western Cape Government to expand the life chances of learners in the province through, amongst others, improved education outcomes. To give expression to this vision, we developed and released a strategic plan for education in 2009 for the period 2010-2019 that commits this Government to: improving learner performance in literacy and numeracy in the province’s primary schools; improving the number and quality of passes in the National Senior Certificate examinations; and reducing the number of under-performing schools (i.e. schools with a Grade 12 pass rate of less than 60%)

in the province. This plan is based on a sustained, focused and systematic approach to improving education outcomes. In the period 2010-2014, the plan lays the foundation for solid improvements in learner performance in the period that will follow in 2014-2019, during which period learners will have the opportunity to be educated within a system that has been designed and managed to deliver on the targets set. Since the plan was adopted, we have made significant progress in establishing the foundations necessary to improve education outcomes in the Western Cape. We are pleased to see a positive trend developing with regard to the performance of public ordinary schools in the province, particularly in the results achieved in the National Senior Certificate examinations over the last two years. However, there are also improvements to other significant indicators, e.g. increased retention rates.


This is a reflection of a maturing provincial education system responding positively to a number of sustainable improvements. It shows us that each year the Western Cape Education Department and our schools are working better together to improve the quality of education in the Western Cape. In the 2011/2012 financial year, we prioritised the provision of support and resources to schools serving poorer communities and the Foundation Phase. This included an unprecedented roll-out of more than 2 million textbooks and readers to Grades 1, 2, 3 and 10 learners over and above those provided according to the national norm for textbook provisioning. This Government firmly believes that textbooks are an essential educational resource for the development of reading, writing and language skills. In 2011, we also expanded the Department’s systemic literacy and numeracy testing of learners in Grades 3, 6 and 9. An analysis of the 2011 National Senior Certificate and literacy and numeracy test results assisted us in setting new targets for improvement and helped us refine our strategy for the 2012 school year. To provide our learners with the best learning environment possible, we undertook in 2010 to build 45 new permanent school structures over a three year period (including new schools and facilities to replace schools that were built with inappropriate materials). To date, we have completed the building of 23 new schools and have replaced 8 schools built with inappropriate materials. In 2012, we expect to complete the building of 3 new schools and 13 replacement schools. Once these schools have been completed, the Western Cape Government would have succeeded in building 26 new schools (accommodating an additional 30,000 learners) and 21 replacement schools (accommodating 27,000 learners) in the province in the planned three year period. This exceeds the original target. The Western Cape Government is committed to directing the majority of its resources to improving the education outcomes of the schools that serve our province’s poorest communities and ensuring that our most vulnerable learners have every opportunity to receive a quality education. The poorer 60% of our school population therefore receive the greater allocations in terms of important indicators such as norms and standards funding, school feeding, new infrastructure and learner transport. In this regard, we are delighted to report that significant progress has been made since 2009 in reducing the number of under-performing schools. The number of under-performing public high schools dropped from 78 in 2010 to 30 in 2011. In the next two years, we look forward to deepening the quality that has begun to be embedded within the education system of this province by improving – over time – the quality of teaching as well as the leadership and management of schools through providing focused development opportunities and the introduction of enhanced accountability measures. We also look forward to expanding access to technology in our schools to enhance teaching and learning practices. In everything that we do, we will continue to put our learners first and ensure that our teachers are treated as the valued professionals that they are. Every decision taken in relation to education in the Western Cape will ultimately be informed by our vision to improve the life chances of our learners through improved education outcomes. Donald Grant Western Cape Education Minister


Accounting officer’s overview The WCED’s over-arching goal is to keep more children in quality education institutions for as long as possible. In the year 2011/12 we recorded pleasing progress on this goal. The first sign of this progress is the increase in 2012 in enrolment at public ordinary schools, independent schools and public special schools. In the period there was also a significant increase in the number of young children enrolled in Western Cape Grade R classes. In addition, there was growth in enrolment for the National Certificate (Vocational) at FET Colleges and for examinations at Adult Education Centres in the province. The greatest increase was recorded in public ordinary schools where over 4 000 more learners were enrolled in 2012 compared to 2011. The growth in numbers and the steps taken to improve quality are described in this Annual Report. Programme 2 describes progress in public ordinary schools; Programme 3 describes Independent Schools; Programme 4 deals with Special Schools and the new inclusive approach adopted by the WCED to recognize and support all our children. Programmes 5 and 6 describe the work done in the year in FET Colleges and Adult Centres respectively. Finally, the WCED’s support and interventions in Grade R are set out in Programme 7. In each of the programmes the WCED faced the double challenge of accommodating more learners and of improving the quality of the education experience of each learner or student. The attempts to improve quality are described in Programmes 1 to 8. In summary, our work to improve the learning experience of our children focused on allocating our financial and human resources where they are most needed and where the greatest impact would be felt. In order to do this we improved the collection and use of data. The accuracy of the Central Education Management Information System (CEMIS) data was improved and was used for the allocation of teachers and non-educator posts, ordering of textbooks, provision of workbooks, Annual National Assessments and Grade 3, 6 and 9 tests. Detailed analysis of the Grade 3, 6 and 9 tests and of the National Senior Certificate allowed us to differentiate and focus our support to teachers and principals. Data capturers were employed to verify Grade R information and the FET colleges also provided regular and detailed information as part of the tracking of the conditional grant. The data allowed the WCED to prepare the timeous and accurate allocation of posts to schools. This step together with concerted efforts to reduce the number of teachers in excess and Policy on Incapacity Leave and Ill-Health Retirement (PILIR) cases and the increase in the number of vacancy lists provided for a more equitable deployment of our most important and expensive asset – our teachers. The data also supported more accurate and appropriate spending of the funds allocated to education. We paid special attention to training, recruiting, selecting and appointing principals of schools. Over 200 aspirant and existing principals received bursaries to attend a formal Advanced Certification in Education (ACE) course run at the universities in the Western Cape. The WCED also ran informal courses for principals, deputy principals and heads of department.


All Foundation Phase and Grade 10 teachers attended training on the Curriculum and Assessment Policy Statements (CAPS) which were introduced in these grades in 2012. Large numbers of primary school teachers also attended specialist training in literacy and numeracy at the Cape Teaching and Learning Institute. There were a variety of training courses on specialist topics. The WCED put significant resources into ensuring that all children had textbooks, workbooks and readers. Textbook retention and retrieval were given attention but there is still considerable work to be done in ensuring that these precious learning resources are used by children every day. The WCED increased the number of new classrooms and schools in the province and maintained and improved the quality of some existing school buildings. Finally, the WCED increased access to social support for children: the numbers accessing the National School Nutrition Programme, no fee schools, HIV AIDs education, transport and safe schools’ programmes increased. With the Department of Arts, Culture and Sport we extended after-school support to 180 schools. The combination of all the above has resulted in small but important signs of improved education quality. In the majority of externally-set tests and examinations, the numbers of learners passing increased compared to previous years and there was also an increase in the quality of passes. However, the WCED is concerned about the quality of Grade R teaching, the pass rates in grades 1 and 9 and the numbers taking and passing mathematics and science in grades 10 -12. These will receive concerted attention in the next financial year.


Part 2 – Information on pre-determined objectives

2.1. Overall Performance 2.1.1. Voted Funds

Main Appropriation Adjusted Appropriation

Actual Amount Spent Under-expenditure

R13,331,843,000 R13,377,152,000 R13,361,153,000 R15,999,000 Responsible Minister Provincial Minister of Education Administering Department Department of Education

Accounting Officer Head of Department, Western Cape Education Department (WCED) (Superintendent-General of Education)

2.1.2. Aim of the Vote To provide quality education to all learners in the province through the following: Overall planning for, and management of, the education system Education in public ordinary schools Support to independent schools Education in public special schools Further Education and Training (FET) at public FET colleges Adult Education and Training (AET) in community learning centres Early Childhood Development (ECD) in Grade R Training opportunities for teachers and non-teachers Targeted food programme and other poverty alleviation and safety measures Support to teachers through provision of basic conditions of service, incentives and an employee wellness

programme 2.1.3. Strategic Outcome Oriented Goals Strategic Outcome Oriented Goal 1

Improved Literacy and Numeracy in Primary Schools1

Goal statement

Literacy and Numeracy performance to improve so that: 40% of learners in Grade 3 perform in Language according to age norms by 2014 and 60% perform according to age norms for Mathematics. 40% of learners in Grade 6 perform in Language according to age norms by 2014 and 50% perform according to age norms for Mathematics. 55% of learners in Grade 9 perform in Language according to age norms by 2014 and 20% perform according to age norms for Mathematics. Scores to be tracked by means of annual testing and interventions to be adjusted accordingly.

1 Note that the targets for Literacy in Grades 3 and 6, as set in the Goal statement of the Strategic Plan (2010 – 2014), have been adjusted in line with the more stringent standards that were formally applied in the WCED tests of 2011. The initial targets for Grade 9 were set in the absence of a formal benchmark in this regard and are now provided based on the results of the 2 year pilot testing.


Strategic Outcome Oriented Goal 2

Improved number and quality of passes in the National Senior Certificate2

Goal statement To improve the pass rate in the NSC through provision of text books, teacher training programmes, management and support. The targets for 2014 are 43 000 learners passing the NSC and 17 500 gaining admission to Bachelor’s degrees; 11 000 learners to pass Mathematics and 8 000 to pass Physical Science.

Strategic Outcome Oriented Goal 3

Reduction in number of under-performing schools

Goal statement Elimination of under-performance in the National Senior Certificate in high schools: that is no schools which have a pass rate of <60% by 2014. Elimination of under-performance in other grades as measured through the Annual National Assessment for grades 1 – 6 and 9 and the WCED tests for grades 3, 6 and 9.

2.1.4. Overview of the service delivery environment for 2011/12 The Provincial Strategic Objective 2 was published in November 2009. The document states that The Western Cape Government will improve the life chances of all its children through the provision of quality education. To this end all children will remain in school for as long as possible and achieve optimal results. In particular, the focus in the period 2010 to 2019 will be on improving the reading, writing and calculating abilities of learners. The period 2010-2014 will lay the foundations for these improvements. In the period 2014-2019 the province’s children will reap the fruits of a system that has been designed and managed to deliver on the targets set. It is widely acknowledged that the greatest challenge facing the basic education sector is to improve the quality of teaching and learning in schools. Several international tests have demonstrated that South Africa’s learners perform well below learners from other countries which spend less per learner and face similar, or worse, poverty challenges. The following table provides key statistics relating to numeracy and mathematics. Average Grade 6

mathematics score in the international SACMEQ3 programme (2007)

% of Grade 3 learners with at least ‘partially achieved’ in the 2011 ANA numeracy tests

% of Grade 6 learners with at least ‘partially achieved’ in the 2011 ANA mathematics tests

Pass rate in Grade 12 mathematics (2010)

Grade 12 mathematics passes in 2010 as a % of the age 18 population cohort

EC 470 49 29 37 9 FS 493 29 26 48 10 GP 545 38 47 60 17 KN 485 38 36 48 16 LP 448 19 20 40 16 MP 477 17 17 41 14 NC 499 22 27 52 10 NW 503 19 18 53 12 WC 566 51 55 66 16 SA 495 34 31 47 14 Sources: 2007 SACMEQ dataset; official 2011 ANA report; official 2010 National Senior Certificate report. Note: For the statistics in the last column the size of the population cohort was calculated by the Department of Basic Education using an adjustment to deal with certain discrepancies between enrolment and population statistics.

2 Note that the targets for numbers to pass Mathematics and Physical Science provided in the Goal statement of the Strategic Plan (2010 – 2014) have been adjusted to correspond with the enrolment pattern both provincially and nationally in this regard. 3Southern and Eastern Africa Consortium for Monitoring Educational Quality. Scores are designed to produce a mean of 500 amongst learners of all participating countries.


2011/12 was generally a stable labour period. This allowed the WCED to focus on its core business of improving education outcomes. All resources, human and financial, and all interventions were directed at those schools in greatest need of support. Violence, crime, and socio-economic conditions continue to place a number of demands on schools, schooling and the WCED. An above-average size cohort of children (enrolled into Grade 1 after a policy change in 2004) from primary school entered high school in 2011, and the cohort of learners new to the province who enrolled in 2012, imposed accommodation and provisioning pressures on the system. 2.1.5. Overview of the organisational environment for 2011/12 The WCED comprises the Provincial Ministry of Education, the provincial head office, eight district offices and public ordinary and special schools, FET colleges, adult community learning centres and ECD sites. In 2011 streamlining of the organisational structure was completed.

The organisation aims to provide officials who are caring, knowledgeable and organised to support schools, teachers and learners teachers who are present, prepared and using texts funding which is deployed to maximize success sufficient and safe schools an enabling environment for partners in education to contribute towards quality education: teacher unions,

School Governing Bodies, private sector, Non-Governmental Organisations, independent schools, Higher Education Institutions and colleges.

WCED activities – scope and scale

Learners Learners in Public Ordinary Schools Grades 1 – 12 inclusive 923 224 Learners in Grade R in Public Ordinary Schools 50 495 + 1 215 (Pre Grade R) Learners in Grade R at Independent Sites 20 087 Learners in Special Needs’ Schools 18 878 Learners in Independent Schools 40 098 Students in FET Colleges (headcount) 40 403 Adult learners 36 582 Total 1 130 982 Educators Educators 31 831 Public service staff (approved establishment) 8 479 Institutions Public ordinary schools 1 453 Schools for learners with special needs 74 Further education and training institutions 6 (43 sites) Adult community learning sites 287 District offices 8

Institutions current (All public ordinary schools) (31 March 2012) Source 2011: Annual Survey for schools pre-Grade R to matric); PERSAL: 2012


The eight education district offices are split into 49 circuits which provide direct support to schools. The circuit teams are multifunctional teams with curriculum advisers; special education services professionals (psychologists, social workers, learning support advisers) and institutional management and governance managers. Circuit team managers lead these support teams.

Public Ordinary Schools and Learners per Education District and Circuit (2011) District 1 2 3 4 5 6 7 8 Total

Cape Winelands

Schools 40 35 33 38 30 30 33 36 275

Learners 25 336 25 485 22 048 13 137 14 649 22 679 10 054 10 120 143 508 Eden and Central Karoo

Schools 33 32 24 32 38 38 28 225

Learners 9 039 23 114 23 559 19 219 12 685 14 556 14 304 116 476

Metro Central

Schools 33 44 36 36 30 33 212 Learners 20 759 21 989 22162 23 369 20 669 23 401 132 349

Metro East

Schools 24 21 25 22 20 25 137

Learners 24 898 25 545 25 071 23 132 21 947 28 177 148 770

Metro North

Schools 28 26 27 26 33 31 31 202 Learners 25 281 19156 31 045 23 898 22 940 21 260 32 164 175 744

Metro South

Schools 34 34 28 16 17 30 29 188

Learners 26 569 21137 17 855 12 788 18 630 33 360 28 813 159 152

Overberg Schools 28 29 25 82 Learners 10 524 18 817 10 528 39 869

West Coast

Schools 25 26 22 26 31 130

Learners 14 129 9 841 16 704 7 734 10 658 59 066 The Annual School Survey of 2011 had 1451 schools. 9 Schools closed on 31 December 2011 (Buffelsvlei, Buffelsnek, Matjiesrivier, Herbertsdale, Oakhurst, Salt River Moslem, Robbeneiland, St. Louis, Eendekuil ) and 11 Schools opened on 1 January 2012 (Beaufort West Primary, Disa Primary, Blue Downs Primary, Northpine Technical High, Rouxville Primary, Fisantekraal High, Abedare Number2 Primary, Delft Technical High, Louwville High, Citrusdal Secondary, Melkbos High). Every school provides data to the national learner tracking system. Thus 1451-9(closed December 2011) +11 (opened January 2012) =1453.


2.1.6. Key policy developments and legislative changes a. Schools The Basic Education Laws Amendment Act, 15 of 2011, was enacted on 19 September 2011. The purpose of the Act is to accommodate aspects of the creation of the Department of Basic Education and related matters. It amends the National Education Policy Act (NEPA) and the South African Schools Act (SASA); the Employment of Educators Act (Act No. 76 of 1998); the South African Council for Educators Act (Act No. 31 of 2000) and the General and Further Education and Training Quality Assurance Act (Act No. 58 of 2001). The Act now provides for various types of special schools, additional functions of school principals and training of governing bodies by a recognised governing body association. The Department of Basic Education amended the National Norms and Standards for School Funding from 1 April 2011. The amendments deal with the provision of operational funds to no-fee schools (Paragraph 138A) and with compensation for fee exemptions for fee-paying schools (Paragraph 170A). A later amendment allows for the Grade 3 and Grade 6 Annual National Assessments in public schools, to be used to measure learner achievement in those independent schools which are eligible for subsidy, as of 2012. The National Norms and Standards for Grade R funding (January 2008) emphasise the need for capacity building and delineate a clear service delivery framework within which schools must operate. The WCED initiated the registration of community sites as independent schools, in terms of this framework. The National Policy for an Equitable Provision of an Enabling School Physical Teaching and Learning Environment was promulgated on the 11 June 2010 (Vol. 540, No. 33283). Overall, the aim of the policy is to regulate and formalise the provision of school infrastructure and to provide guidelines that aim at an equitable provision of an enabling physical teaching and learning environment for all learners in South Africa. It indicates clear roles and responsibilities of all role players and clarifies accountability in the provision of school infrastructure. The WCED has developed its own guidelines in this regard In 2010/11, Infrastructure Plans were developed in terms of the regulations of The Government Immovable Asset Management Act (GIAMA) (Act No 19 of 2007). The Infrastructure Plan used previously in terms of stipulations of National Treasury is replaced by the User Asset Management Plan (U-AMP), as stipulated by the National Department of Public Works. The Policy on Learner Attendance was implemented at all public schools from 1 January 2011. The purpose of this policy is to (a) promote punctual and regular attendance at public schools; and (b) provide public schools and provincial education departments with standard procedures for recording, managing and monitoring learner attendance. The National Curriculum Statement has been refined and repackaged into the Curriculum and Assessment Policy Statements (CAPS). The CAPS specify for each subject the teaching time, content, skills, Learning and Teaching Support Materials (LTSM) needed and the assessment weightings and prescriptions. They have the benefit of containing all requirements in one document. The CAPS was implemented in the Foundation Phase and Grade 10 in 2012, and will be implemented in the Intermediate Phase and Grade 11 in 2013, and in the Senior Phase and Grade 12 in 2014. On 1 April 2010, further amendments to the Children’s Act (Act No. 38 of 2005) came into effect. In terms of Section 196 (3) of the Children’s Act, those schools of industry and reform schools, which are currently the responsibility of a provincial Department of Education, become the responsibility of the provincial Department of Social Development, within two years of the commencement of the relevant chapter in the Act. This implies that schools of industry and reform schools in South Africa should be transferred to the Department of Social Development by the end of March 2012.


b. FET Colleges The Department of Higher Education and Training (DHET) was established in May 2009 with the intention that it will ultimately be responsible for higher education institutions, FET colleges, SETAs and Adult Education and Training (AET). With the establishment of the DHET, the FET colleges and adult education and training are to become a national competency. The DHET and provincial education departments signed a protocol of agreement on the transition and interim governance and management of the colleges. The draft Constitutional Amendment to transfer FET colleges from a provincial to a national competence was promulgated in early September 2011. DHET has invited provinces to constitute provincial technical task teams to manage the transfer of functions to a national competence. The Higher Education and Training Laws Amendment Bill was published on 7 December 2010. It aims to amend the FET Colleges Act of 2006 and the Adult Basic Education and Training Act, 2000, so as to: amend certain definitions; make provision for the employment of educators at public centres by inserting provisions with regard to employers of educators, salaries and other conditions of service of educators, the educator establishment, powers of employers, appointments and the filling of posts, the transfer of educators, the secondment of educators, the retirement of educators, the discharge of educators, incapacity and misconduct and the performance of other work by educators; to provide for transitional arrangements with regard to public centres; make provision for the determination of national education policy for public centres, for directive principles of national education policy, for consultation on policy and legislation, for the publication of national education policy and for the monitoring and evaluation of adult education and training; and to provide for quality assurance in respect of the qualifications offered by public and private centres. The Further Education and Training Colleges Amendment Bill, 2011 (Gazette No. 34222) was tabled on 27 July 2011 as a section 76 bill. It has now been signed into Law by the President. The overall effect is to amend the FET Colleges Act of 2006, so as to “remove all references to provincial authority; to substitute functions previously assigned to the Member of the Executive Council with the Minister; to remove all references to the Head of Department and substitute with the Director-General; to provide for the prohibition of a member of Council or a member of staff to conduct business, directly or indirectly with the concerned FETC which business is in conflict of interest with the concerned public FETC; to provide for transitional arrangements with regard to public service posts and teacher posts, staff, disciplinary measures; and policy made by the Member of the Executive Council under the principal Act or any provincial law, necessary for the effective governance, management and funding of public FETCs”. At the beginning of 2011, FET colleges were authorised to re-introduce Report 191 Programmes for engineering related trades at levels N1-N3 and to re-introduce all Report 191 Programmes at levels N4-N6. Accordingly the enrolment numbers for these programmes reflect an increase. The Norms and Standards for the funding of FET Colleges were implemented from 1 April 2010. The norms and standards are based on the cost of providing the National Certificate: Vocational Programmes. The funding formula has three components, namely personnel; capital and non-personnel/non-capital. The transfer of funds to FET colleges occurs in the form of a conditional grant, with monthly transfers.


2.1.7. Departmental revenue The table below summarises the revenue the Department collected, consisting of administration fees (insurance premium collections), fees for reprographic services; refunds in respect of previous years and financial transactions in assets and liabilities.

R’000 R’000 R’000 R’000 R’000

2008/09 Actual

2009/10 Actual

2010/11 Actual

2011/12 Target

2011/12 Actual

% deviation

from target R’000 R’000 R’000 R’000 R’000

Sales of goods and services other than capital assets 8,297 9,127 11,193 10,466 12,611 20.5%

Fines, penalties and forfeits 382 383 511 228 560 145.6%

Interest, dividends and rent on land 1,227 1,394 324 1,998 1,081 -45.9%

Sales of capital assets (Capital revenue) 0 0 0 0 0 0

Financial transactions (Recovery of debts) 12,639 15,543 10,206 11,333 19,666 73.5%

Total departmental receipts 22,545 26,747 22,234 24,025 33,918 41.2%

2.1.8. Departmental expenditure The table below gives an indication of the expenditure per Programme over the past 2 years. The department spent 99.9% of its allocated budget in 2011/12.

Programmes 2009/10 Actual

2010/11 Actual

2011/12 Target

2011/12 Actual % deviation

from target R’000 R’000 R’000 R’000

1. Administration 489,163 497,574 532,038 532,038 0% 2. Public ordinary school education 8,619,954 9,721,049 10,906,432 10,896,316 0.1% 3. Independent school subsidies 55,522 59,696 64,188 63,554 1 % 4. Public special school education 634,604 727,646 791,341 791,341 0% 5. Further education and training 368,917 446,971 534,671 534,659 0% 6. Adult Basic Education and Training 29,479 32,152 33,098 33,098 0% 7. Early Childhood Development 288,620 345,895 380,796 378,061 0.7% 8. Auxiliary and associated services 127,054 124,760 134,588 132,086 1.9% Total 10,613,313 11,955,743 13,377,152 13,361,153 0.1%


2.1.9. Transfer payments As indicated in the table below, the department transferred 99.9% of the budgeted amount to its institutions. The bulk of the funds are calculated in terms of the Norms and Standards for the funding of the various institutions. Table: Summary of Transfer payments for 2011/12 (R’000)

Programmes 2009/10 Actual

2010/11 Actual

2011/12 Target

2011/12 Actual

% deviation

from target R’000 R’000 R’000 R’000

Public Ordinary Schools 604,506 602,685 608,267 608,223 0% Independent Schools 55,522 59,696 64,188 63,554 1% Schools for Learners with Special Education Needs 115,014 119,552 128,346 128,346 0% Further Education and Training Colleges 163,969 165,042 243,928 243,928 0% ABET: Private Centres 22,578 24,987 27,248 27,248 0% ECD: Grade R: Public Schools 89,441 150,753 126,080 126,080 0% ECD: Grade R: Community Centres 45,732 45,287 46,838 46,838 0% Total 1,096,762 1,168,002 1,244,895 1,244,217 0.1%

2.1.10. Conditional Grants and earmarked funds Table: Summary of Conditional Grants for 2011/12 (R’000)

Conditional Grant Adjusted Allocation

2011/12

Roll-over from

2010/11

Total Allocation

2011/12

Total Transfers Received

Actual Expenditure

2011/12

% deviation

from target R’000 R’000 R’000 R’000 R’000

HIV and AIDS (Life skills education) 16,388 0 16,388 16,388 14,088 14.0%

National School Nutrition Programme (NSNP) 227,433 3,473 230,906 230,906 230,041 0.4%

Further Education and Training College Sector 534,671 0 534,671 534,671 534,659 0%

Education Infrastructure Grant 385,039 0 385,039 385,039 385,039 0%

Technical Secondary Schools Recapitalisation 8,619 0 8,619 8,619 8,610 0.1%

Dinaledi Schools 6,720 0 6,720 6,720 6,684 0.5%

Social Sector Extended Public Works Programme Incentive Grant to Provinces

5,675 0 8,070 8,070 8,066 0%

All the requirements according to the Division of Revenue Act, 2011, in respect of the above-mentioned Conditional Grants were met:

All transfers received were deposited into the department’s bank account; All the funds were spent according to the business plans; All conditions of the conditional grants, as set out in the approved Business Plans, were met.

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GRANT INDICATOR (worded as per national text) TARGET ACTUAL DISCUSSION ON VARIANCE Monitoring and Support Regular submission of monitoring reports to evaluate the effectiveness of the curricular intervention programmes through school and district visits.

256 schools

75 schools

This target could not be met because of a variety of staffing constraints.

National School Nutrition Programme (NSNP)

Improved school attendance 415 829 (1 000 schools) 426 707 (1 015 schools) The increase is due to the fact that as from April 2011 all the Q1 – Q3 schools were mandated to feed the whole school as per DORA requirements.

Number of learners in Q1 – Q3 Primary schools Number of learners in Q1 – Q3 Secondary schools Number of learners in Q4 – Q5 Primary and Secondary schools

263 501 (598 schools) 87 859 (88 schools) 64 469 (316 schools)

269 244 (598 schools – includes 39 Special Needs’ Schools) 94 157 (106 schools) 63 306 (311 schools)

The total number of primary school learners increased but the number of schools decreased because some schools merged or closed. The number of high school learners increased because of whole school feeding in the Q1 – Q3 schools.

Establishment of school gardens to supplement the meals provided by the programme

325 gardens in total 346 gardens in total 21 new gardens were developed during the year. Advocacy encourages the schools to take their own initiative or to form partnerships.

Schools supplied with kitchen utensils Only supply on request 285 Primary schools, 35 Special schools and 85 Secondary schools supplied with kitchen equipment

The kitchen equipment is supplied to Q1 – Q3 schools as priority schools.

Volunteer food handlers recruited by schools to assist in preparing and serving the food

2 425 volunteers 2 757 volunteers The number of volunteers increased in proportion to the increase in the number of learners.

Workshops are held to empower the volunteers, covering areas of food preparation, gas safety and hygiene

240 263 The target was exceeded as new volunteers were recruited due to the increase in the number of learners fed.


GRANT INDICATOR (worded as per national text) TARGET ACTUAL DISCUSSION ON VARIANCE Further Education and Training College Sector

Enrolment of NC (V) Programmes as set out in college enrolment target planning.

13 752

13 772

Colleges achieved enrolment targets

Enrolments in Report 191 Programmes in line with the Report 191.

9 144 7 629 Target not achieved because the advocacy and enrolment programme was affected by the date of the re-introduction of N-programmes

Expanding ICT for teaching and learning utilising connectivity norms.

17 LAN & WAN

37 LAN & WAN installed

Target exceeded due to increased demand for connectivity

Continue Implementing MIS systems for the delivery of transversal MIS services

0

0

No provincial target was set for this indicator but colleges continue to phase in Information Technology Systems

Implementation of the Funding Norms for FET Colleges.

R527 117 000

R534 659 259

The adjustment budget included additional funding for CoE

Refurbishment, maintenance and repairs of infrastructure and equipment to support the delivery of approved programmes.

325 classrooms

749 Classrooms

Colleges exceeded the target to accommodate increased student numbers in occupational programmes

New Infrastructure. R0 R0 The Conditional Grant did not include funding for this in 2011/12.

Education Infrastructure Grant

New schools and additional libraries and labs constructed Existing school infrastructure upgraded and rehabilitated New and existing schools maintained Number of work opportunities created

26 schools, including 13 libraries & 31 lab upgrades 23 Existing schools’ infrastructure upgraded 0

26 schools, including 13 libraries & 31 lab upgrades 23 Existing schools’ infrastructure upgraded 1 814 work opportunities created

N/A No funds were allocated for the creation of work opportunities at the start of the year but an amount was assigned during the adjustment appropriation.


GRANT INDICATOR (worded as per national text) TARGET ACTUAL DISCUSSION ON VARIANCE

Technical Secondary Schools Recapitalisation {Kuils River THS; Kasselsvlei Comprehensive; HTS Bellville; Oude Molen THS; Sizimisele Secondary; HTS Drostdy; HS Labori; Langenhoven Gimnasium; P.W.Botha Kollege}

32 new workshops to be built to support the technical subject offerings

One new workshop to be constructed at Kuils River Technical High School (3 workshops in total over the 3 year period of the grant)

New Civil Engineering workshop comple-ted at Kuils River Technical High so that the subject could be offered at the School

The business plan for the 3 year period of the grant has identified that in each of the three years one school will be provided with a new workshop.

147 existing workshops refurbished, upgraded and re-designed to comply with safety laws and regulations and minimum industry standards

Refurbishing and/or re-designing of 10 workshops at the nine schools

28 Workshops across the nine schools were refurbished and/or redesigned. Workshops were painted and floors were repaired. Roofs were repaired.

The increased number of workshops refurbished, re-designed and upgraded was made possible because of judicious use of the available funds so as to be able to assist in more cases.

Equipment bought, delivered and installed at 191 workshops To procure modern machinery and equipment for 27 workshops so that the technical subjects could prepare learners for employment in modern workshops.

New and more modern equipment and machinery was installed in 28 workshops at the nine participating schools.

Target exceeded because budgeting allowed for one more workshop to be supported.

578 Technical schools teachers trained in subject content delivery To upgrade the skills of 16 technical teachers from nine schools to prepare learners to meet the needs of industry

The skills of 18 teachers at the nine technical high schools were upgraded in the use of digital resources used in the industry e.g. Autocad.

Target exceeded because extra teachers needed support.

Dinaledi Schools Up to 7 Textbooks for each learner in Grades 8, 9, 10, 11 and 12 learners as is required to address shortages

Study Guides for Mathematics and Science in grades 8 to 12 provided to 48 schools

46 participating schools were provided with Physical Sciences and Mathematics Study Guides for grades 8 to 12

The WCED underwent a process of re-consideration of the selection of schools for the Dinaledi programme, based on the stipulated performance-related criteria. As a result 46 schools were approved. This is two schools short of the originally envisaged 48 at this point. It is anticipated

300 ICT laboratories in Dinaledi schools without ICT Labs

ICT laboratories to be installed in 48 schools without ICT labs

46 schools had either a Mathematics or a Physical Sciences ICT laboratory subject room refurbished.


GRANT INDICATOR (worded as per national text) TARGET ACTUAL DISCUSSION ON VARIANCE that another 2 schools meeting specified targets will be included in this next financial year

50 computers(specify) in each of the 500 schools 20 Computers to be installed in each of 48 Dinaledi schools as a first phase of compliance.

46 schools procured at least 20 computers for use in Mathematics or Physical Sciences subject rooms.

Support scheduled for outer years of grant

Mathematics, Physical Science and English FAL teaching and learning software at 500 Dinaledi Schools 2000 teachers trained on content knowledge in Mathematics, Physical science and English FAL Capacity development of principals in Dinaledi schools achieving below 60% pass rate in the NSC examinations Grade 8, 9 and 10 learners in 500 Dinaledi schools trained and supported to participate in mathematics and science Olympiads Televisions that can receive education TV Broadcasts and solutions installed in 500 Dinaledi schools

Targeted for compliance in 48 schools in the next financial year

These are listed as targets for achievement in 46 schools in the 2012-2013 Dinaledi Conditional Grant Business plan submitted in March 2012.

Support scheduled for 2012-2013 financial year

Distribution to 500 Dinaledi schools of a diagnostic tool to assess measure and address learning and teaching deficiencies in Mathematics, Physical Science and English FAL. Mathematics kits for 500 Dinaledi schools Mobile Science laboratories to 300 Dinaledi schools without labs and science kits to 500 Dinaledi Schools

Targeted for compliance in 48 schools in the next financial year

These are listed as targets for achievement in 46 schools in the 2012-2013 Dinaledi Conditional Grant Business plan submitted in March 2012.

Support scheduled for 2012-2013 financial year

Social Sector Extended Public Works Programme Incentive Grant to Provinces

Increased number of people employed and receiving income through the EPWP Increased duration of the work opportunities created Increased number of households and beneficiaries to which services are provided Increased income per EPWP beneficiary

648 practitioner assistants + 8 administrative assistants trained/deployed for 10 months

648 practitioner assistants + 8 administrative assistants trained/deployed for 10 months

None


2.1.11. Capital investment, maintenance and asset management plan Building projects completed during 2011/12 New schools (26 over the MTEF) 1 new school was handed over in April 2011: Westlake Primary School 9 new schools were completed in December 2011: Blue Downs Primary School; Delft High School 1; Delft

High School 2; Delft Primary School 1; Delft Primary School 2; Citrusdal High School; Fisantekraal High School; Northpine Technical High School; Beaufort West Primary School

Melkbosstrand High School was completed in March 2012 A donor-funded school (Disa Primary School) in Hout Bay has been completed Three mobile schools were completed for use in January 2012: Vredenburg High School; Rouxville Primary

School and Abedare No 2 Primary School Replacement schools (replacement of schools built of inappropriate materials) [23 over MTEF] The following 8 Replacement Schools were completed in 2011/12: Wallacedene Primary School, Naphakade

High School, Klapmuts Primary School, M M Mateza Primary School, Thembalethu Primary School, Gansbaai Primary School, Masibambane High School, Oaklands High School

Additional classrooms Expansion classrooms: 44 classrooms built onto existing schools in order to increase enrolment Relief classrooms: 14 classrooms completed, carried over from the 2010/11 financial year Grade R classrooms: 68 classrooms were completed. 8 were carried over from 2009/2010, 50 carried over

from 2010/2011 and 10 from 2011/2012 Mobile units provided: 59

Expenditure is in keeping with industry norms. The department’s Implementing Agents (Department of Transport and Public Works and the Project Implementation Unit) handle all tender procedures on new buildings and projects in accordance with the Public Finance Management Act and other regulatory prescripts. Asset Management Immoveable assets The WCED uses the Education Management Information System (EMIS) and the Schools’ Register of Needs Information System (SRNIS) in managing immovable assets.


Major moveable assets In respect of moveable assets, the WCED has an asset management unit which is part of the Supply Chain Unit. All furniture and equipment required for Head Office and the education district offices is purchased centrally and captured on an inventory of moveable assets according to the requirements prescribed by the National Treasury. The following measures were put in place to ensure an asset register is available to maintain accounting standards and ensure an effective, efficient and accurate reconciliation of information: Annual stocktaking done by the department, as prescribed in the Treasury Regulations Signing off of inventories by the responsible officials and certification by the Responsibility Managers Issuing of circulars in line with Chapter 10 of Treasury Regulations Procurement procedures for assets in the Accounting Officer’s System Monthly reconciliation of purchases on LOGIS and the expenditure on BAS Maintenance of an asset register containing all the information required in Treasury Regulations

The mechanisms implemented to ensure an efficient system of identification, safeguarding, monitoring and record-keeping of moveable assets were as follows: Assets were bar-coded, marked “RSA” and recorded on inventories. Assets were identified in the moveable asset register in all asset categories and were allocated unique

numbers (bar codes). Responsibility managers are responsible for the safeguarding of their assets. Moveable assets were recorded on an inventory per cost centre and location. Inventories were certified as

correct by the cost centre managers and kept at each location. Schools The WCED purchased furniture and labour saving devices for schools. These items do not, however, form part of the WCED Asset Register. In terms of the South African Schools Act, 1996 (Act No 84 of 1996), these are considered to be inventory items of the schools. Schools must, therefore, report on these inventory items in their annual financial statements. The WCED Asset Register reflects the inventories for Head Office and the education districts and their respective service points. Plans regarding moveable assets, such as motor vehicles The Provincial Department of Transport and Public Works (Government Motor Transport) manages the provision, withdrawal and replacement of old and/or damaged Government Garage (GG) motor vehicles. They also formulate provincial policy with regard to the use of GG vehicles. The WCED is responsible for the licensing, maintenance and re-fuelling of the vehicles, as well as maintaining an asset register on the Fleetman System. The WCED ensures that the provincial policy is applied. It also maintains a register of vehicles in use by the WCED and monitors vehicle use by means of log sheets. The present fleet meets the current needs of the WCED.


Maintenance Major maintenance projects undertaken during the period under review include:

Number of projects Budget for 2011/12 R’000

Estimated final cost R’000

304 R108,413m R126,555m The 2011 U-AMP indicates the following under the heading of “User Condition Rating”

Condition Status General Description Rating Excellent No apparent defects. Appearance is as new. Risk index: No effect on service

capability. No risk. C5

Good Exhibits superficial wear and tear, minor defects and minor signs of deterioration to surface finishes. Risk index: Intermittent, minor inconvenience to operations. Probability of risk to health and safety or property is slight. Low cost implication.

C4

Fair In average condition, deteriorated surfaces require attention; services are functional, but require attention, backlog maintenance work exists. Risk index: Constant inconvenience to operations. Some risk to health and safety or property. Medium cost implications.

C3

Poor Has deteriorated badly, with serious structural problems. Poor general appearance with eroded protective coatings; elements are broken, services not performing; significant number of major defects. Risk index: Major disruption to service capability, high probability of risk to health and safety or property. High cost implication/financial loss.

C2

Very Poor Has failed; not operational and unfit for occupancy. Risk index: unusable, immediate high risk to security, health and safety or property. Significant cost impact.

C1

Four hundred and seventy five (475) public ordinary schools in the Western Cape have been rated as “poor”. Leased schools and inappropriate structure schools (“plankie” schools) are disproportionately represented in this category. Over the years very little scheduled maintenance has been done by owners of leased properties. Property owners cite the low rental tariffs as the main reason why proper maintenance on leased schools cannot be executed. Nine hundred and fifty eight (958) schools are rated as “fair”. A bigger proportion of these schools should be rated as “good” but the maintenance backlog on these buildings has affected ratings, reflecting under-expenditure on maintenance. Twenty (20) public ordinary schools are rated as “C4”. The condition of WCED buildings is deteriorating and will continue to deteriorate unless the maintenance budget is increased or alternative models are adopted. The annual requirement for maintenance is 1.5% of the value of the stock. Although scheduled maintenance projects proceed according to plan, annual increases in costs impact on the extent of what can be addressed. Hence, concerns about aging and deteriorating stock remain. A summary of the figures is presented below.


Maintenance Shortfall Financial Year Asset Value 1,5% Needed for

Maintenance Budget

Provided Shortfall

2004 10,560,000 158,400 73,719 84,681 2005 12,000,000 180,000 76,174 103,826 2006 12,000,000 180,000 90,037 89,963 2007 15,052,800 225,792 37,192 188,600 2008 15,052,800 225,792 52,363 173,429 2009 15,052,800 225,792 73,719 152,073 2010 17,357,885 260,368 102,363 158,005 2011 18,225,779 273,387 108,413 164,974 Total backlog since 2004 1,115,551


2.2. Programme Performance The Provincial Education Sector ST001 Provincial education sector – key trends 2009/10

Actual 2010/11 Actual

2011/12 Target

2011/12 Actual

Revenue (R’000)* Equitable share 10,183,421 11,035,772 12,092,084 12,069,418 Conditional grants 302,345 889,501 1,190,413 1,187,187 Donor funding 0 0 0 0 Financing 100,800 8,219 70,630 70,630 Own revenue 26,747 22,234 24,025 33,918 Total 10,613,313 11,955,743 13,377,152 13,361,153 Payments by programme (R’000)* 1 Administration 489,163 497,574 532,038 532,038 2 Public ordinary school education (see further split below) 8,619,954 9,721,049 10,906,432 10,896,316 3 Independent school subsidies 55,522 59,696 64,188 63,554 4 Public special school education 634,604 727,646 791,341 791,341 5 Further education and training 368,917 446,971 534,671 534,659 6 Adult basic education and training 29,479 32,152 33,098 33,098 7 Early childhood development 288,620 345,895 380,796 378,061 8 Auxiliary and associated services 127,054 124,760 134,588 132,086 Total 10,613,313 11,955,743 13,377,152 13,361,153 Payments for public ordinary school education (R’000)* 2.1 Public primary schools 4,782,768 5,480,559 5,957,999 5,957,005 2.2 Public secondary schools 3,118,546 3,341,818 3,819,201 3,817,903


ST001 Provincial education sector – key trends 2009/10


2011/12 Target

2011/12 Actual

Payments by economic classification (R’000)* Current payment 9,179,618 10,246,556 11,216,682 11,208,856

Compensation of employees 8,214,843 9,193,265 9,999,485 9,997,071 Educators 7,249,591 8,069,255 8,839,736 8,837,322 Non-educators 965,252 1,124,010 1,159,749 1,159,749

Goods and services and other current 964,775 1,053,290 1,217,197 1,211,785 Transfers and subsidies 1,164,546 1,260,490 1,484,316 1,483,057 Payments for capital assets 269,149 448,697 676,154 669,240 Total 10,613,313 11,955,743 13,377,152 13,361,153


Programme 1: Administration

Purpose To provide overall management of and support to the education system in accordance with the National Education Policy Act, South African Schools’ Act, Public Finance Management Act and other relevant policies.

The Administration programme consists of the following sub-programmes4: Office of the provincial Minister for Education ○ to provide for the functioning of the office of the provincial Minister for Education Corporate services ○ to provide management services that are not education specific for the education system Education management ○ to provide education management services for the education system Human resource development ○ to provide human resource development for head office-based staff Education Management Information System (EMIS) ○ to provide education management information in accordance with the National Education Information Policy Strategic Objectives

Strategic Objective 1.1

To direct human and financial resources to those districts and schools that have historically experienced under-investment and ensure overall financial and HR management.


To improve the responsiveness and efficiency of the WCED through a focus on improving the Department’s business processes and systems.


To provide targeted management training for officials, members of school management teams and School Governing Bodies.


To ensure that teachers are equipped to teach by means of ongoing professional development and training and classroom-based support if required.

Service Delivery Objectives and Indicators

Programme Performance Measures (National Measures)

►PPM101: Number of public schools that use SA SAMS to provide data to the national learner tracking system

►PPM102: Number of public schools that can be contacted electronically (e-mail)

►PPM103: Percentage of education current expenditure going towards non-personnel items

4 The sub-programmes are part of the national sector template and are Treasury funding categories. The funds in Programme 1 cover costs related to the administration of the system.


ST101 Administration – Key trends

2009/10 Actual

2010/11 Actual

2011/12 Target

2011/12 Actual

Payments by sub-programme (R’000)* 1.1 Office of the MEC 4,200 4,886 5,550 5,550 1.2 Corporate services 186,075 202,076 210,235 210,235 1.3 Education management 258,824 256,221 285,468 285,468 1.4 Human resource development 16,856 9,876 5,441 5,441 1.5 Education Management Information System (EMIS) 23,208 24,515 25,344 25,344 Total 489,163 497,574 532,038 532,038 Payments by economic classification (R’000)* Current payment 361,519 367,994 400,425 400,425

Compensation of employees 229,661 250,450 252,346 252,346 Educators 81,850 70,237 70,170 70,170 Non-educators 147,811 180,213 182,176 182,176

Goods and services and other current 131,858 117,544 148,079 148,079 Transfers and subsidies 110,311 118,653 97,041 97,041 Payments for capital assets 17,333 10,927 34,572 34,572 Total 489,163 497,574 532,038 532,038 Performance statistics Staffing Number of educators (publicly employed) 117 125 130 126 Number of non-educators (publicly employed) 872 813 830 751 Statistics on administration systems Number of schools with SAMS 1456 1 452 1 456 1 453 Number of schools with e-mail 1450 1 447 1 456 1 452


ST101 Administration– Key trends

2009/10 Actual

2010/11 Actual

2011/12 Target

2011/12 Actual

►Programme performance measures* ►PPM101: Number of public schools that use SA SAMS to provide data to the national learner tracking system 1 456 1 452 1 456 1 453 ►PPM102: Number of public schools that can be contacted electronically (e-mail) 1 450 1 447 1 456 1 452 ►PPM103: Percentage of education current expenditure going towards non-personnel items 20.84% 19.46% 20.4% 22.7% Programme Performance Indicators* PPI 1.1 Ensure financial management Unqualified Audit Unqualified Audit Unqualified Audit Qualified Audit

PPI 1.2 Deviations i.r.o. procurement matters 28 19 20 6 PPI 1.3 Number of additional schools with computer facilities for teaching and learning 150 196 156 119 PPI 1.4 Number of schools using i-SAMS 100 57 500 213 PPI 1.5 Percentage of grievances handled within the required period 100 100 100 100 PPI 1.6 Number of vacancy lists issued in respect of institution-based teacher posts for the school year 2011 2 7 5 5 PPI 1.7 Numbers of additional schools to undergo Whole School Evaluation 99 90 90 108 Note: 1. Schools use a system which is compatible with SA SAMS 2. The indicator regarding time taken to audit annual leave has been withdrawn in light of a decision to audit individual leave only when an employee leaves the WCED or in the case of a special request. Leave patterns are monitored through regular trend reporting. 3. The Programme Performance Indicators have been renumbered for convenience. * Explanations for the variances between targets and actuals are provided on the table below.


Programme Performance Measures, Strategic objectives and Indicators: Discussion of Variances ►PPM101: Number of public schools that use SA SAMS to provide data to the national learner tracking system Baseline (actual output 2010/11): 1 452 Target: 1 456 Actual: 1 453 Discussion: The Central Education Management System (CEMIS) is used to provide this data. All public ordinary schools in the Western Cape administer CEMIS. The Annual School Survey of 2011 had 1451 schools. 9 Schools closed on 31 December 2011 (Buffelsvlei, Buffelsnek, Matjiesrivier, Herbertsdale, Oakhurst, Salt River Moslem, Robbeneiland, St. Louis, Eendekuil ) and 11 Schools opened on 1 January 2012 (Beaufort West Primary, Disa Primary (Hout Bay), Blue Downs Primary, Northpine Technical High, Rouxville Primary, Fisantekraal High, Abedare Number2 Primary, Delft Technical High, Louwville High, Citrusdal Secondary, Melkbos High). Every school provides data to the national learner tracking system. Thus 1451-9(closed December 2011)+11 (opened January 2012)=1453. ►PPM102: Number of public schools that can be contacted electronically (e-mail) Baseline (actual output 2010/11): 1 447 Target: 1 456 Actual: 1 452 Discussion: At 31 March 2012 there were 1453 open public ordinary schools (see above). Of the 1453 Public Ordinary Schools, only Fisantekraal High, opened in January 2012, is experiencing intermittent e-mail access due to frequent copper theft in the area. The school is currently exploring alternative connectivity solutions. ►PPM103: Percentage of education current expenditure going towards non-personnel items Baseline (actual output 2010/11): 19.46% Target: 20.4% Actual: 22.7% Discussion: The reason for the increase is the saving under Compensation of Employees that was transferred to schools for the maintenance of buildings as well as for learning and teaching support materials. Programme Performance Indicators PPI 1.1 Ensure financial management Baseline (actual output 2010/11): Unqualified audit Target: Unqualified Audit Actual: Qualified Audit Discussion: The department was required to account for mobile classrooms for the first time. This was a change in accounting policy. The AG found that the asset register relating mobile classrooms was incomplete. Reasons for this include the variety of types of mobiles and prefabs which include mobile kitchens and donor-funded or SGB-purchased rooms. The WCED has put in plans to address the issues raised. PPI 1.2 Deviations i.r.o. procurement matters Baseline (actual output 2010/11): 19 Target: 20 Actual: 6 Discussion: This was an improvement on the target set. PPI 1.3 Number of additional schools with computer facilities for teaching and learning Baseline (actual output 2010/11): 196 (non-cumulative) Target: 156 Actual: 119 Discussion: 119 schools are completed to date. The remaining 37 schools are currently receiving deliveries of their computer facilities. PPI 1.4 Number of schools using i-SAMS Baseline (actual output 2010/11): 57 Target: 500 Actual: 213 Discussion: The review of the rollout methodology and amendment of the Finance module and the Curriculum module within iSAMS to accommodate CAPS influenced the rollout plan and the project focussed on consolidation of the existing


schools. Programme Performance Indicators PPI 1.5 Percentage of grievances handled within the required period Baseline (actual output 2010/11): 100% Target: 100% Actual: 100% Discussion: All grievances were handled according to regulations and inside the stipulated timeframe. PPI 1.6 Number of vacancy lists issued in respect of institution-based teacher posts for the school year 2011 Baseline (actual output 2010/11): 7 Target: 5 Actual: 5 Discussion: Target met. The additional lists introduced in 2010 were retained to accommodate the positive response from schools and in order to support rapid and effective filling of posts to ensure optimal operations in schools. PPI 1.7 Numbers of additional schools to undergo Whole School Evaluation Baseline (actual output 2010/11): 90 (non-cumulative) Target: 90 Actual: 108 Discussion: Target exceeded. WSE was conducted at 108 schools across the education districts. The target was exceeded as a result of a decision to pilot a two-tier system whereby smaller schools had a shorter evaluation period.

Discussion Financial The WCED achieved its highest spending rate in 2011/12 in the last 5 years as follows

Financial Year Budget Expenditure % Spent

2011/12 Prelim R13,377,152 R13,361,153 99.88%

2010/11 R11,998,212 R11,955,743 99.65%

2009/10 R10,663,812 R10,613,313 99.53%

2008/09 R9,206,088 R9,192,478 99.85%

2007/08 R7,822,732 R7,737,797 98.91% Funds were directed to meet the goals of Action Plan 2014 and the three goals of the WCED. Although 76% of the budget is assigned to the compensation of employees (CoE), and over R1 billion to the 8 Conditional Grants and other essential commitments, the WCED has dedicated itself to judicious spending in order to redirect funds to meet the greatest needs. Savings were recorded in the CoE, mainly due to efficiency measures implemented, such as the reduction in the number of temporary and relief staff. These CoE savings were mainly re-allocated to the improvement of school infrastructure (over R72.5m). Ongoing prudent financial management allowed the WCED to set aside around R57m to assist schools with municipal debt to eliminate backlogs. Cost-saving measures through the bulk-ordering of textbooks together with other measures, meant that the WCED could purchase extra books to the value of R10.55m. School furniture worth over R2m was also purchased out of savings. A total of R13.2m was re-directed to meet pressures on the Learner Transport System.


The institutional management and governance function in districts was reviewed and assessed against the provisions of the South African Schools Act (SASA), especially elements pertaining to school financial management and school governance in general. A hundred selected schools were inspected from October 2011 to February 2012 in an exercise to strengthen school financial management. The WCED was recognised by the South African Institute of Government Auditors as the “most consistently high performing in financial management of any government department in the country over the last three years”. Human Resources Management of the staff establishment of the WCED is critical to the educational success of schools. In order to cover the rising costs of compensation of employees, the WCED cut back on 419 funded vacant teaching posts over a 2 year period, with a 52 post decrease for 2012. The WCED is implementing an improved learner/educator ratio in the Foundation Phase. Because the WCED has more permanent teachers, the system has greater stability in general. There are fewer teachers in excess as a consequence of a deployment plan. The WCED is managing the Policy on Incapacity Leave and Ill-health Retirement (PILIR) cases in order to ensure that all necessary controls are in place and no unnecessary delays or over-payments take place. Optimal placement of educators in excess is vital. During the period 1 April 2011 to 31 December 2011, the WCED reduced the number of excess educators by 111. A further 89 excess educators were placed in the first quarter of 2012.

During the period 1 April 2011 to 31 December 2011, 343 (65.10%) Funza Lushaka bursary holders (2010 bursary holders that qualified for placement in 2011) out of 527 were successfully placed. During the period 1 January 2012 to 31 March 2012, 253 Funza Lushaka bursary holders (2011 bursary holders that qualified for placement in 2012) out of 485 (52.2%) were successfully placed in permanent, relief or temporary posts. Special attention was paid in 2011 to the advertisement and filling of posts of principals. These posts were advertised in each of the vacancy lists and prioritised to ensure swift processing of the applications. This development reduced the periods in which educators were in acting positions and the use of temporary staff and contributed to school stability. Appointment criteria and selection processes for principals were also strengthened.

The table below gives the statistics in this regard.

New principals per Year

2009 2010 2011 2012 Grand Total

Number of schools %

Cape Winelands 13 22 20 10 65 275 23 Eden & Central Karoo 14 13 12 9 48 221 21 Metro Central 12 30 14 6 62 210 29 Metro East 9 21 6 10 46 140 32 Metro North 15 16 10 16 57 206 27 Metro South 14 18 8 8 48 188 25 Overberg 3 9 5 4 21 82 25 West Coast 8 13 11 5 37 131 28

Grand Total 88 142 86 68 384 1 453 26


Information and Communication In 2011/12 the role of the Central Education Management Information System (CEMIS) was further developed so that it became an online vehicle through which greater efficiency in learner registration and tracking was managed. Its role in supporting, guiding and strengthening strategic decision-making was enhanced. As in the past, CEMIS directly supported examination and assessment administration and registration processes and provided data for staff establishment calculations and for the conduct of online surveys in ordinary and special schools.

In 2011, CEMIS was also used to collect projections from schools for the anticipated textbook ordering (CAPS and workbooks) for the forthcoming year. This automated process resulted in efficiencies in regard to time, labour and costs, as well as allowing online monitoring of progress and facilitating reporting. The re-imbursement of fee exemptions to schools was also automated which resulted in greater transparency, control and reporting. Online checking by schools of their Norms and Standards and staff establishment allocations improved efficiencies.

The District Management Information System (DEMIS) is fully operational across all 8 district offices. District officials use the system to plan, capture and view reports for all school interventions. The Khanya Project had a mandate to provide technology to all public schools in the WCED by 2012, and to ensure that all educators were empowered to use a variety of technologies as teaching, learning and administrative tools. The project was officially completed on 31 March 2012, having supplied computers, servers, data projectors, laptops, interactive white boards and other technology to schools. The functions of the Khanya project have been mainstreamed into the structures of the WCED. In the next five years the WCED will provide cutting edge technology through innovative configurations to schools and districts. The technology architecture will focus on classroom technology and the reconfiguration of existing computer laboratories. Digital resources will be provided to schools. Relevant and appropriate training in the use of technologies and digital resources for e-Learning will also be provided. The Walk-in and Visitors’ centres received between 3 500 and 5 700 visitors a month. The WCED Call Centre took 119 396 client service calls and resolved 99.5% of client service queries on initial request. An estimated 600 client service queries were referred to back offices. The WCED Web site is updated regularly and recorded more than 1 million visits in 2011/12. The Customer Satisfaction Survey, in its third year, polled the opinions of 296 schools and received 708 responses from 154 schools. In total, across the 3 years, 60% of WCED schools have been invited to respond to the survey (5 respondents per school) and 426 schools in total, that is 30% of all schools, responded. The ratings of the services of the WCED indicate that the improved ratings of 2010 were more or less sustained in 2011. Schools particularly appreciate the services they receive at district level and the 2011 rating of “good” or “excellent” for district service is 45%, compared with the 24% of 2009 when the Circuit Teams were established.


Accountability All officials are held accountable through job descriptions and performance agreements. Head Office officials are held responsible for timeous and expert support to districts. Schools and districts are held accountable for support to schools and the performance of learners. Teacher and learner attendance and optimal use of the school day were key focus areas.

Accountability at the school level was strengthened from 2011 through the Western Cape Provincial School Education Amendment Act No 7 of 2010, which came into effect in January 2011. Accountability is extended through the oversight roles played by Provincial and National Treasury in terms of the mandatory elements of the planning and reporting cycles and which cover both financial and non-financial matters. Reporting intervals are monthly (e.g. financial), quarterly or annual. All sections within the WCED have counterpart sections at the Department of Basic Education or Department of Higher Education and Training through which streams of reporting, performance analyses and projections are maintained. The Department of the Premier exercises an oversight function on key WCED projects which are tracked through the Provincial Dashboard. Both Internal and External Audit processes additionally govern controls and assist in assuring functionality and prudent management. Substantive accountability resides in the formal relationship between the WCED and UMALUSI, the national quality assurance body for learning outcomes. This relationship is predicated on internal moderation of assessment processes and the provision of an acceptable examination process. The programme of Whole School Evaluation continues to give valuable insights not only into the support needs at individual schools but also into systemic issues. In 2011 a pilot exercise was conducted to establish if visits could be of shorter duration than the standard 3 - 5 days. Shorter visits to, for example, smaller schools, or those that were functioning smoothly, were conducted. This streamlined model was adopted and allowed for additional schools to be visited. The findings were shared in trend reports in addition to the extensive reports provided to the schools concerned.


In 2011, the reports of schools on their improvement plans of 2010 were captured electronically by officials and analysed with a view to developing an online version. In February 2012, all schools completed online School Improvement Plans (SIPs), with targets for 3 years, for academic performance; management efficiencies (such as teacher and learner absenteeism; teacher training, timetabling and academic planning); resourcing and maintenance. The indicators correspond with some of the national targets under Action Plan 2014 (see Annexure) and match the 9 focus areas of whole school evaluation. The value of an online improvement plan like this is that all schools are focused on driving key improvement interventions. The SIP can also form part of the accountability system, since signatories to the plan include the principal, the SGB and the WCED. An Education Council, to advise the Minister responsible for Education in the Western Cape on education matters, was appointed in terms of The Regulations relating to the Education Council for the Province of the Western Cape which was published on 26 September 2011. The Provincial Minister appointed Professor Brian Figaji as Chairperson and Professor Daya Reddy as Vice-Chairperson of the Education Council. The Council now consists of 21 members in total, representing various categories of stakeholders in education.


ST102 Expenditure by item (2011/12) R’000 1 Admin 2 POS 3 Indep 4 Spec 5 FET 6 ABET 7 ECD 8 Aux Total Current payments 401,237 9,694,029 627,070 259,553 5,850 114,203 123,944 11,225,886 Compensation of employees 252,346 8,732,150 607,313 259,553 5,670 63,855 76,184 9,997,071 CS educators 70,170 7,924,369 495,932 224,168 5,002 63,855 53,826 8,837,322 Salaries and wages 61,821 6,868,326 431,167 195,934 4,489 54,663 51,827 7,668,227 Social contributions 8,349 1,056,043 64,765 28,234 513 9,192 1,999 1,169,095 Non-educators 182,176 807,781 111,381 35,385 668 22,358 1,159,749 Salaries and wages 159,952 692,170 96,328 30,289 616 18,957 998,312 Social contributions 22,224 115,611 15,053 5,096 52 3,401 161,437 Goods and services 148,891 961,879 19,757 180 50,348 47,760 1,228,815 Inventory 9,704 224,892 731 39 5,390 22,283 263,039 Learning support material 5,315 213,826 672 5,315 3,731 228,859 Stationery and printing 4,301 9,809 39 75 18,510 32,734 Other 88 1,257 42 1,446 Consultants, contractors and special services 47,467 23,219 3 18 70,707 Equipment less than R5, 000 8,605 26,105 26 34,736 Maintenance of buildings 14,304 130,556 144,860 Operating leases 2,149 5,859 81 4,677 12,766 Learner transport 173,160 2,517 4 175,681 Other goods and services 63,808 366,487 - 14,451 - 57 42,441 20,710 507,954 Interest and rent on land Interest Rent on land Financial transactions in assets and liabilities 2,042 2,042 Unauthorised expenditure


ST102 Expenditure by item (2010/11) (continued)

1 Admin 2 POS 3 Indep 4 Spec 5 FET 6 ABET 7 ECD 8 Aux Total Transfers and subsidies 97,041 57,188 63,554 129,463 275,106 27,248 225,390 8,067 1,483,057 Municipalities Departmental agencies and accounts 5,256 5,256 Non-profit institutions 90,640 608,223 63,554 128,346 243,928 27,248 225,191 2,806 1,389,936 Section 21 schools 311,507 311,507 LTSM 311,507 311,507 Utilities Maintenance Service rendered Other educational institutions 90,640 296,716 63,554 128,346 243,928 27,248 225,191 2,806 1,078,429 Households 6,401 48,965 1,117 31,178 199 5 87,865 Payments for capital assets 31,718 545,099 34,808 38,468 75 650,168 Buildings and other fixed structures 539,191 34,808 38,468 612,467 Buildings 382,239 14,491 396,730 Hostels New schools 382,239 14,491 396,730 Additional classrooms Other additions Other Other fixed structures 156,952 20,317 38,468 215,737 Machinery and equipment 29,869 5,908 75 35,852 Transport equipment Other machinery and equipment 32,723 17,509 - 4,575 - - - 117 54,924 Software and other intangible assets 1,849 1,849 Grand Total 532,038 10,896,316 63,554 791,341 534,659 33,098 378,061 132,086 13,361,153


Programme 2: Public School Education Purpose To provide public ordinary education from Grades 1 to 12, in accordance with the South African Schools Act, 1996 and the Western Cape Provincial School Education Act, 1997, as amended The Ordinary School Education programme comprises the following sub-programmes5:

Public primary schools ○ to provide specific public primary schools with resources required for Grades 1 to 7 Public secondary schools ○ to provide specific public secondary schools with resources required for Grades 8 to 12 Professional services ○ to provide educators and learners with departmentally managed support services Human resource development ○ to provide for the professional and other development of educators and non-educators National School Nutrition Programme ○ to provide identified poor and hungry learners in public ordinary primary schools with the minimum food they

will need to learn effectively in school

Strategic Objectives

Programme 2: Strategic objective

Strategic Objective 2.1.

To ensure that literacy and numeracy outcomes improve by directing maximum resources (both human and financial) to the first three years of schooling. This will be coupled with universal and compulsory testing of learners from Grades 1 to 6 from 2010. Benchmarks and targets will be set at each school.


To ensure excellent management of schools with officials, principals and teachers held to account for their role in improving individual school performance.


To ensure that every classroom is text-rich, with reading books for each Grade 1 to 6 classroom and textbooks for all Grades 1 to12 for each subject, and to make greater use of technology to deliver a quality curriculum into the classroom.


To provide targeted food and other poverty-alleviation and safety measures to address the needs of poor learners.


To ensure prioritised, cost-effective and efficient infrastructure maintenance.


To ensure that schools and teachers are provided to match demographic trends.

5 The sub-programmes are part of the national sector template and are Treasury funding categories. The funds in Programme 2 are assigned to cover the main budget of the WCED and include teacher salaries, infrastructure and resourcing costs and the school nutrition programme.


Service Delivery Objectives and Indicators

Programme Performance Measures (National Measures)

►PPM201: Number of learners enrolled in public ordinary schools

►PPM202: Number of educators employed in public ordinary schools

►PPM203:Number of non-educator staff employed in public ordinary schools

►PPM204:Number of learners in public ordinary schools benefiting from the “No Fee School” policy

►PPM205: Number of public ordinary schools to be provided with water supply

►PPM206: Number of public ordinary schools to be provided with electricity supply

►PPM207: Number of public ordinary schools to be supplied with sanitation facilities

►PPM208: Number of classrooms to be built in public ordinary schools

►PPM209: Number of specialist rooms to be built in public ordinary schools (all rooms except classrooms – include: laboratories, stock rooms, sick bay, kitchen etc)

►PPM210:Number of learners with special education needs that are enrolled in public ordinary schools

►PPM211:Number of full service schools6

►PPM212:Number of schools visited at least once a quarter by a circuit manager Programme policy developments during 2011/12 Norms and standards for school funding The Department of Basic Education amended the National Norms and Standards for School Funding from 1 April 2011. The amendments deal with the provision of operational funds to no-fee schools (Paragraph 138A) and with compensation for fee exemptions for fee-paying schools (Paragraph 170A). A later amendment allows for the Grade 3 and Grade 6 Annual National Assessments in public schools to be used to measure learner achievement in those independent schools which are eligible for subsidy, as of 2012. The NCS for Grades R – 12: Government Gazette (32836 no.1227 of 29 December 2009) indicated that learner portfolios and common tasks for assessment (Grade 9 CTAs) would be discontinued with immediate effect and reduced the number of assignments per subject. The Department of Basic Education completed the draft Curriculum and Assessment Policy Statements (CAPS) in March 2011. The National Curriculum Statements have been refined and repackaged into the CAPs which define teaching time, content, skills, Learning and Teaching Support Materials needed and the assessment weightings and prescriptions. They have the added benefit of containing all requirements in one document. The CAPS were implemented in the Foundation Phase and Grade 10 in 2012, and will be implemented in the Intermediate Phase (Grades 4 – 6) and in Grade 11 in 2013 and in the Senior Phase (Grades 7 – 9) and in Grade 12 in 2014.

6 This refers to the number of schools to be established in the given year


Review of WCED Policy on the Closing of Public Schools The draft policy provides a framework which will expedite the closing of public schools. This policy will describe the processes which will make a contribution to ensuring larger, better resourced schools in the Western Cape Province. Amendments to the existing policy have been completed. The Government Immovable Asset Management Act (GIAMA) - Infrastructure Planning. From 2010/11, Infrastructure Plans have been developed in terms of the regulations of this Act. The Infrastructure Plan used previously, in terms of stipulations of National Treasury will be replaced by the User Asset Management Plan (U-AMP), as stipulated by the National Department of Public Works. National Policy for an Equitable Provision of an Enabling School Physical Teaching and Learning Environment. The policy was published in 11 June 2010 (Government Gazette No 33283). The aim of the policy is to regulate and formalise the provision of school infrastructure and to provide guidelines that aim at an equitable provision of an enabling physical teaching and learning environment for all learners in South Africa. It indicates clear roles and responsibilities of all role players and clarifies accountability in the provision of school infrastructure. Key aspects of the policy are: i) the development of the minimum norms and standards for school infrastructure to ensure equity in the provisioning of school infrastructure, ii) the establishment of nationally standardised criteria and iii) procedures for the identification and prioritization of the location of facilities.


ST201 Public ordinary schooling – Key trends

2009/10 Actual

2010/11 Actual

2011/12 Target

2011/12 Actual

Payments by sub-programme (R’000)* 2.1 Public primary schools 4,782,768 5,480,559 5,957,999 5,957,005 2.2 Public secondary schools 3,118,546 3,341,818 3,819,201 3,817,903 2.3 Professional services 388,935 454,216 478,321 471,407 2.4 Human resource development 79,040 87,619 86,181 86,181 2.5 Conditional grants 250,665 356,837 564,730 563,820 Total 8,619,954 9,721,049 10,906,432 10,896,316 Payments by economic classification (R’000)* Current payment 7,890,495 8,844,794 9,685,586 9,682,428

Compensation of employees 7,149,825 7,994,876 8,732,150 8,732,150 Educators 6,502,662 7,234,580 7,924,369 7,924,369 Non-educators 647,163 760,296 807,781 807,781

Goods and services and other current 740,670 849,918 953,436 950,278 Transfers and subsidies 531,749 531,258 657,232 657,188 Payments for capital assets 197,710 344,997 563,614 556,700 Total 8,619,954 9,721,049 10,906,432 10,896,316 Performance statistics Learners 913 965 919 936 920 000 921 776 Total possible learner days per learner 198 198 200 198 Number of educators (publicly employed) Primary & Secondary (a) 28 995 28 695 28 300 28 842 Number of permanent educators who have left public ordinary schools (b) 1 046 795 1 300 887 Attrition rate for permanent educators (b/a) 3.6% 3% 4% 3.1% Total possible working days per educator 200 200 204 202


ST201 Public ordinary schooling – Key trends

2009/10 Actual

2010/11 Actual

2011/12 Target

2011/12 Actual

►Programme performance measures** ►PPM201: Number of learners enrolled in public ordinary schools 913 965 919 936 920 000 921 776

►PPM202: Number of educators employed in public ordinary schools 28 995 28 695 28 300 28 842

►PPM203:Number of non-educator staff employed in public ordinary schools 6 709 6 681 6 678 6 470

►PPM204:Number of learners in public ordinary schools benefiting from the “No Fee School” policy 349 373 365 112 366 853 366 259 ►PPM205: Number of public ordinary schools to be provided with water supply 0 0 0 0

►PPM206: Number of public ordinary schools to be provided with electricity supply 0 0 0 0

►PPM207: Number of public ordinary schools to be supplied with sanitation facilities 0 0 0 0

►PPM208: Number of classrooms to be built in public ordinary schools New PPM 394 447 453

►PPM209: Number of specialist rooms to be built in public ordinary schools (all rooms except classrooms – include: laboratories, stock rooms, sick bay, kitchen etc) New PPM 95 504 328

►PPM210:Number of learners with special education needs that are enrolled in public ordinary schools 13 765 12 691 13 700 6 973 ►PPM211:Number of full service schools7 27 39 11 11 ►PPM212:Number of schools visited at least once a quarter by a circuit manager New PPM 1 453 1 456 1 514 **Explanations for the variances between targets and actuals are provided on the table below.



ST201 Public ordinary schooling – Key trends Programme performance indicators**

2009/10 Actual

2010/11 Actual

2011/12 Target

2011/12 Actual

PPI 2.1. Learners retained in the school system from Grades 10 – 12 53% (estimated) 56.7% 57% 57%

PPI 2.2 Percentage of learners in Grade 3 attaining acceptable outcomes in literacy 53.5%

(estimated) (not tested)

54.9% 60% 30.4%*

PPI 2.3 Percentage of learners in Grade 3 attaining acceptable outcomes in numeracy 35% (estimated) (not tested) 48.3% 45% 47.2%

PPI 2.4 Percentage of learners in Grade 6 attaining acceptable outcomes in literacy 44% (estimated) (48.6%) 52.3% 50% 31.5%*

PPI 2.5 Percentage of learners in Grade 6 attaining acceptable outcomes in numeracy 14% (estimated) (17.4%) 24.4% 20% 23.4%

PPI 2.6 Percentage of learners in Grade 9 attaining acceptable outcomes in languages 40% (estimated) (not tested)

51.8% (pilot)

50% 44.2%

PPI 2.7 Percentage of learners in Grade 9 attaining acceptable outcomes in mathematics 35% (estimated) (not tested)

9.4% (pilot)

42% 10.4%

PPI 2.8 Schools with a pass rate where <60% pass 85 78 35 30 PPI 2.9 National Senior Certificate Pass Rate 75.7% 76.8% 80% 82.9% PPI 2.10 National Senior Certificate Pass Numbers 34 017 35 139 34 400 33 146 PPI 2.11 % of learners who qualify for Bachelor Degree study 31.88% 31.48% 32% 38.1% PPI 2.12 Numbers of learners who qualify for Bachelor Degree study 14 324 14 414 13 760 15 214 PPI 2.13 Numbers of learners passing Mathematics in the National Senior Certificate 12 467 11 571 11 200 9 820 PPI 2.14 Numbers of learners passing Physical Science in the National Senior Certificate 7 064 7 524 7 800 7 137 PPI 2.15 Number of additional schools secured with an alarm linked to armed response, burglar bars, and stone guards on windows. 50 50 50 50

Note that only Grade 6s were tested in 2009/10 but the results were only made available after the publication of the relevant APP. The other scores provided are estimates. In 2010 all grades were tested in one year for the first time. The Grade 9 tests were piloted in all schools offering Grade 9. *Score affected by changes to the test to raise the standard to match international norms **Explanations for the variances between targets and actuals are provided on the table below.


ST201 Public ordinary schooling – Key trends Programme performance indicators**

2009/10 Actual

2010/11 Actual

2011/12 Target

2011/12 Actual

PPPI 216 Number of learners in public ordinary schools benefiting from learner transport 47 753 48 786 47 000 50 992

PPI 217 Number of educators (publicly employed) [Programme 2 : Public Primary Schools] 17 217 17 010 16 588 16 987 PPI 218 Number of non-educators (publicly employed) [Programme 2: Public Primary Schools] 3 534 3 530 3 939 3 430 PPI 219 Number of educators (publicly employed) [Programme 2 : Public Secondary Schools] 10 247 10 079 9 944 10 209 PPI 220 Number of non-educators (publicly employed) [Programme 2: Public Secondary Schools] 2 428 2 423 2 731 2 337 PPI 221 Educator absenteeism in public ordinary schools expressed as a % New PPI New PPI 6% 3% PPI 222 Learner absenteeism in public ordinary schools expressed as a % New PPI New PPI 9.9% 4.1% PPI 223 Numbers of teachers in Grades 1-6 attending formal literacy and numeracy training workshops at the CTLI New PPI New PPI 950 2 594

PPI 224 Numbers of school management team members trained at the CTLI New PPI New PPI 750 672 PPI 225 Number of maintenance projects completed New PPI New PPI 158 304 **Explanations for the variances between targets and actuals are provided on the table below.


ST202 Public primary schools – Key trends

2009/10 Actual

2010/11 Actual

2011/12 Target

2011/12 Actual

Payments by economic classification (R’000)* Current payment 4,347,861 5,042,752 5,464,518 5,463,524 Compensation of employees 4,148,094 4,675,110 5,112,583 5,112,583 Educators 3,774,765 4,254,349 4,652,450 4,652,450 Non-educators 373,329 420,761 460,133 460,133 Goods and services and other current 199,767 367,642 351,935 350,941 Transfers and subsidies 319,115 291,491 351,066 351,066 Payments for capital assets 115,792 146,316 142,415 142,415 Total 4,782,768 5,480,559 5,957,999 5,957,005 Performance statistics Staffing Number of educators (publicly employed) (a) 17 217 17 010 16 588 16 987 Number of non-educators (publicly employed) 3 534 3 530 3 939 3 430 Enrolment Learners in public primary schools (b) {includes Intermediate schools] 591 441 597 392 597 500 593 510 L:E ratio in public primary schools (b/a) 34.4 35 35 34.9 Learners Grade 1 to Grade 7 584 034 578 398 580 000 586 052 of which disabled learners 9 516* 9 466 9 500 3 527 of which females 288 146 291 008 291 000 288 417 Institutions and infrastructure Schools 1 097 1 094 1 097 1 090 Number of schools with SASA Section 21 functions 805 784 799 805 Number of schools declared no-fee schools 546 559 562 552


ST202 Public primary schools – Key trends

2009/10 Actual

2010/11 Actual

2011/12 Target

2011/12 Actual

Number of schools without water supply 0 0 0 0 Number of schools without electricity 0 0 0 0 Number of schools without toilets 0 0 0 0 Classrooms (c) 19 362 19 651 19 376 20 519 Learner/classroom ratio (b/c) 30.5 29.4 30 28.9 Expenditure on maintenance (R’000)* Expenditure on school maintenance 28,712 56,076 72,275 76,1 Replacement value of all immobile school infrastructure (R’000) 11,407,191 12,581,435 11,616,998 13,728,998 ST203 Public secondary schools – Key trends 2009/10


2011/12 Target

2011/12 Actual

Payments by economic classification (R’000)* Current payment 2,880,305 3,139,915 3,496,452 3,495,154 Compensation of employees 2,692,203 2,951,214 3,224,025 3,224,025 Educators 2,422,982 2,656,092 2,901,622 2,901,622 Non-educators 269,221 295,122 322,403 322,403 Goods and services and other current 188,102 188,701 272,427 271,129 Transfers and subsidies 173,771 176,642 247,084 247,084 Payments for capital assets 64,470 25,261 75,665 75,665 Total 3,118,546 3,341,818 3,819,201 3,817,903 Performance statistics Staffing Number of educators (publicly employed) (a) 10 247 10 079 9 900 10 209 Number of non-educators 2 428 2 423 2 700 2 337


ST203 Public secondary schools – Key trends 2009/10


2011/12 Target

2011/12 Actual

Enrolment Learners in public secondary schools (b) [includes combined schools] 322 524 322 544 323 000 328 266 L:E ratio in public secondary schools (b/a) 31.5 32 32 32 Learners Grade 8 to Grade 12 329 931 329 845 312 000 335 724

of which females 176 489 176 365 176 500 179 695 Females in Grade 12 26 287 25 751 25 800 22 913 Females in Grade 12 who offer Mathematics 10 670 9 506 9 400 7 565 Females in Grade 12 who offer Science 6 815 6 337 6 400 5 485 Institutions and infrastructure Schools 359 358 359 363 Number of schools with SASA Section 21 functions 255 257 260 263 Number of schools declared no-fee schools 107 116 116 115 Number of schools without a water supply 0 0 0 0 Number of schools without electricity 0 0 0 0 Number of schools without toilets 0 0 0 0 Classrooms (c) 9 387 9 481 9 479 9 674 Learner/classroom ratio (b/c) 34.4 34 34 33.9 Expenditure on maintenance (R’000)* Expenditure on school maintenance 46, 326 42,387 36,138 50,2 Replacement value of all immobile school infrastructure (R’000) 5,722,268 6,313,900 6,608,781 4,496,780*


ST203 Public secondary schools – Key trends 2009/10


2011/12 Target

2011/12 Actual

Output statistics Number of Grade 9 learners sitting for standardised tests 74 836 77 992 80 000 76 912 Number of Grade 9 learners attaining acceptable outcomes 53 651 56 791 58 500 54 832 Number of learners writing NSC examinations (d) 44 931 45 783 43 000 39 988 Number of learners passing NSC examinations (e) 34 017 35 139 34 400 33 146 Number of learners passing with endorsement 14 324 14 414 13 800 15 215 NSC pass rate (e/d) 75.7% 76.8% 80% 82.9% Number of NSC candidates passing both Mathematics and Science 6 633 6 767 6 050 6 167 Number of schools writing NSC examinations 417 417 417 418 Number of schools with an NSC pass rate below 40% 17 12 0 3

NSC pass rate of quintile 1 schools 60.2% 57.8% 60% 70.3%

NSC pass rate of quintile 5 schools 89.1% 90.2% 91% 92.7%

*Adjusted estimate


Programme Performance Measures, Strategic Objectives and Indicators: Discussion of Variances ►PPM201: Number of learners enrolled in public ordinary schools Baseline (actual output 2010/11): 919 936 Target: 920 000 Actual: 921 776 Discussion: There was a larger growth in enrolment than anticipated. ►PPM202: Number of educators employed in public ordinary schools Baseline (actual output 2010/11): 28 695 Target: 28 300 Actual: 28 842 Discussion: Posts are allocated in the preceding year, but curriculum needs, growth in learner numbers and excess employees have an impact on the actual number. Variations can also be attributed to resignations, contract terminations, appointments, promotions and transfers. ►PPM203:Number of non-educator staff employed in public ordinary schools Baseline (actual output 2010/11): 6 681 Target: 6 678 Actual: 6 470 Discussion: Posts are allocated in the preceding year, but curriculum needs, growth in learner numbers and excess employees have an impact on the actual number. Variations can also be attributed to resignations, contract terminations, appointments, promotions and transfers. ►PPM204:Number of learners in public ordinary schools benefiting from the “No Fee School” policy Baseline (actual output 2010/11): 365 112 Target: 366 853 Actual: 366 259 Discussion: The number of learners increased by 1 147, compared with the number in 2010, as a result of an increased enrolment in the schools in question. The total number of beneficiaries is dependent on enrolment in the eligible schools in quintiles 1 - 3. ►PPM205: Number of public ordinary schools to be provided with water supply

►PPM206: Number of public ordinary schools to be provided with electricity supply ►PPM207: Number of public ordinary schools to be supplied with sanitation facilities Baseline (actual output 2010/11): 0 Target: 0 Actual: 0 Discussion: There are no schools that do not have a water supply, electricity or sanitation facilities ►PPM208: Number of classrooms to be built in public ordinary schools Baseline (actual output 2010/11): 394 (non-cumulative) Target: 447 Actual: 453 Discussion: The target was exceeded by 6. ►PPM209: Number of specialist rooms to be built in public ordinary schools (all rooms except classrooms – include: laboratories, stock rooms, sick bay etc Baseline (actual output 2010/11): 95 (non-cumulative) Target: 504 Actual: 328 Discussion: 10 of the ELSEN projects could not be completed because of late identification of the projects and situational reasons, e.g. the workshops at the Bishops School of Skills could not proceed because Klipfontein Methodist Primary School was using the building whilst their own building was upgraded and extra mobile units were placed. This accounted for 41 rooms in total: Atlantis School of Skills (2);Bishops School of Skills (4); Faure School of Skills (6); Glenbridge (3); Van Riebeek Vallei School of Skills (1); Agape (5); Beacon School for Autism (7); Karitas (7); Mary Harding (2); Ligstraal (4). The target of 504 rooms included offices, storerooms and strongrooms but the definition of specialist rooms has changed to exclude these rooms. The total of 328 rooms does not include these rooms.


►PPM210:Number of learners with special education needs that are enrolled in public ordinary schools Baseline (actual output 2010/11): 12 691 Target: 13 700 Actual: 6 973 Discussion: The target was based on the available figure of 13 765 (2009/10). The new figure is as a result of a data-cleaning exercise. Schools had been applying varying and inappropriate definitions of special needs but corrected their figures in response to queries and greater clarification of how to interpret the definition. ►PPM211:Number of full service schools8 Baseline (actual output 2010/11): 39 (non-cumulative) Target: 11 Actual: 11 Discussion: Target met. A total number of 119 Full- Service Schools/Inclusive schools have been registered. ►PPM212:Number of schools visited at least once a quarter by a circuit manager Baseline (actual output 2010/11): 1 453 Target: 1 456 Actual: 1 514 Discussion: The recording was increased to accommodate the schools for Learners with Special Educational Needs. The total reflects an average over the four quarters. Some schools closed at the end of 2011 and others opened in 2012. There were 12 schools that were not visited at least once a quarter by an IMG manager as the schools concerned did not require this attention. PPI 2.1. Learners retained in the school system from Grades 10 – 12 Baseline (actual output 2010/11): 57% Target: 57% Actual: 57% Discussion: Target met. PPI 2.2. % of learners in Grade 3 attaining acceptable outcomes in Literacy Baseline (actual output 2010/11): [54.9%] – using a different test-type Target: 60% Actual: 30.4% Discussion: A decision was taken to increase the level of complexity of the test to match comparable international tests in order to prompt schools to raise internal standards further. PPI 2.3. % of learners in Grade 3 attaining acceptable outcomes in Numeracy Baseline (actual output 2010/11): 48.3% Target: 45% Actual: 47.2% Discussion: The target was exceeded. PPI 2.4. % of learners in Grade 6 attaining acceptable outcomes in Literacy Baseline (actual output 2010/11): 52.3% - using a different test-type Target: 50% Actual: 31.5% Discussion: A decision was taken to increase the level of complexity of the test to match comparable international tests in order to prompt schools to raise internal standards further.



PPI 2.5. % of learners in Grade 6 attaining acceptable outcomes in Numeracy Baseline (actual output 2010/11): 24.4% Target: 20% Actual: 23.4% Discussion: The target was exceeded. PPI 2.6. % of learners in Grade 9 attaining acceptable outcomes in Languages Baseline (actual output 2010/11): 51.8% - on a pilot test Target: 50% Actual: 44.2% Discussion: The test used in 2010 was a pilot exercise. 2011 was the first year in which all schools wrote the test so the process could be defined as the setting of the baseline. PPI 2.7. % of learners in Grade 9 attaining acceptable outcomes in Mathematics Baseline (actual output 2010/11): 9.4% - on a pilot test Target: 42% Actual: 10.4% Discussion: The target was set prior to there being any baseline in this regard. The target for 2012 has been adjusted accordingly. PPI 2.8. Schools with a pass rate where <60% pass Baseline (actual output 2010/11): 78 Target: 35 Actual: 30 Discussion: The target was exceeded as a result of additional support provided. PPI 2.9. National Senior Certificate pass rate Baseline (actual output 2010/11): 76.8% Target: 80% Actual: 82.9% Discussion: The target was exceeded as a result of additional support provided. PPI 2.10. National Senior Certificate pass numbers Baseline (actual output 2010/11): 35 139 Target: 34 400 Actual: 33 146 Discussion: There was a small enrolment in Grade 12 in 2011 as a result of low enrolment of that class into Grade 1 because of new enrolment legislation. Although the pass rate increased the learner numbers did not meet the target. PPI 2.11. % of learners who qualify for Bachelor’s degree study Baseline (actual output 2010/11): 31.48% Target: 32% Actual: 38.1% Discussion: The target was exceeded as a result of additional support provided. PPI 2.12. Numbers of learners who qualify for Bachelor’s degree study Baseline (actual output 2010/11): 14 414 Target: 13 760 Actual: 15 214 Discussion: The target was exceeded as a result of additional support provided.


PPI 2.13. Numbers of learners passing Mathematics in the National Senior Certificate examinations Baseline (actual output 2010/11): 11 571 Target:11 200 Actual: 9 820 Discussion: The lower number passing Mathematics than in 2010 corresponds with the smaller number enrolled overall. This target has been adjusted down in the Annual Performance Plan for 2013 because insufficient numbers have enrolled for Mathematics. The % pass rate for Mathematics went up to 68.65% from 65.95% in 2010. PPI 2.14. Numbers of learners passing Physical Science in the National Senior Certificate examinations Baseline (actual output 2010/11):7 524 Target: 7 800 Actual: 7 137 Discussion: This target has been adjusted down in the Annual Performance Plan for 2013 because insufficient numbers have enrolled for Physical Science. The % pass rate for Physical Science went up to 65.32% from 59.59% in 2010. PPI 2.15. Number of additional schools secured with an alarm linked to armed response, burglar bars, and stone guards on windows. Baseline (actual output 2010/11): 50 (non-cumulative) Target: 50 Actual: 50 Discussion: Target met. PPI 2.16. Number of learners in public ordinary schools benefiting from learner transport Baseline (actual output 2010/11): 48 786 Target: 47 000 Actual: 50 992 Discussion: The WCED must respond to the transportation needs of learners if they live beyond the prescribed 5 kilometer radius from the nearest school. PPI 2.17. Number of educators (publicly employed) [Programme 2: Public Primary Schools] Baseline (actual output 2010/11): 17 010 Target: 16 588 Actual: 16 987 Discussion: Posts are allocated in the preceding year, but curriculum needs, growth in learner numbers and excess employees have an impact on the actual number. Variations can also be attributed to resignations, contract terminations, appointments, promotions and transfers. PPI 2.18. Number of non-educators (publicly employed) [Programme 2: Public Primary Schools] Baseline (actual output 2010/11): 3 530 Target: 3 939 Actual: 3 430 Discussion: Posts are allocated in the preceding year, but curriculum needs, growth in learner numbers and excess employees have an impact on the actual number. Variations can also be attributed to resignations, contract terminations, appointments, promotions and transfers. PPI 2.19. Number of educators (publicly employed) [Programme 2: Public Secondary Schools] Baseline (actual output 2010/11): 10 079 Target: 9 944 Actual: 10 209 Discussion: Posts are allocated in the preceding year, but curriculum needs, growth in learner numbers and excess employees have an impact on the actual number. Variations can also be attributed to resignations, contract terminations, appointments, promotions and transfers.


PPI 2.20. Number of non-educators (publicly employed) [Programme 2: Public Secondary Schools] Baseline (actual output 2010/11): 2 423 Target: 2 731 Actual: 2 337 Discussion: Posts are allocated in the preceding year, but curriculum needs, growth in learner numbers and excess employees have an impact on the actual number. Variations can also be attributed to resignations, contract terminations, appointments, promotions and transfers. PPI 2.21. Educator absenteeism in public ordinary schools expressed as a % Baseline (actual output 2010/11): New measure Target: 6% Actual: 3% Discussion: This was the first year in which this indicator was used. 3% will be used as the baseline for succeeding years. PPI 2.22. Learner absenteeism in public ordinary schools expressed as a % Baseline (actual output 2010/11): New measure Target: 9.9% Actual: 4.1% Discussion: Target was exceeded. Only about 66% of schools have been providing reliable data on this measure. Steps are being taken to improve the reliability of the total. PPI 2.23. Numbers of teachers in Grades 1-6 attending formal literacy and numeracy training workshops at the CTLI Baseline (actual output 2010/11): New measure Target: 950 Actual: 2 594 Discussion: Target exceeded. As the courses were popular a decision was taken to increase the intake. PPI 2.24. Numbers of school management team members trained at the CTLI Baseline (actual output 2010/11): New measure Target: 750 Actual: 672 Discussion: Target not met. Despite the usefulness of the courses, school management team members face other commitments as well. PPI 2.25. Number of maintenance projects completed Baseline (actual output 2010/11): New measure Target: 158 Actual: 304 Discussion: Some more funds were assigned to maintenance under the adjustments’ budget. A number of smaller projects were then undertaken in view of the available timeframes.

Discussion Enrolment Year Gr 1 Gr 2 Gr 3 Gr 4 Gr 5 Gr 6 Gr 7 Gr 8 Gr 9 Gr 10 Gr 11 Gr 12 Total 2001 81 790 62 960 81 832 94 302 89 254 83 305 77 778 82 190 71 966 67 034 50 206 39 910 882 527 2002 86 969 77 026 64 134 83 022 93 188 86 786 80 865 75 601 80 450 69 752 51 618 40 468 889 879 2003 86 916 82 454 75 931 66 033 82 383 92 341 84 514 81 154 73 200 81 739 51 746 39 644 898 055 2004 104 105 82 130 81 489 76 781 66 060 82 574 89 614 85 053 78 964 80 756 54 199 39 451 921 176 2005 93 515 94 231 80 695 80 809 74 984 66 141 81 953 88 778 82 169 81 577 56 657 39 303 920 812 2006 87 650 85 972 89 828 80 443 77 811 73 106 65 347 78 926 80 595 83 529 57 536 40 198 900 941 2007 92 818 82 562 83 914 89 973 78 674 78 021 72 733 66 406 80 697 86 495 61 938 42 624 916 855 2008 91 853 83 267 79 454 85 891 87 116 78 290 76 146 71 410 72 914 79 133 63 819 43 470 912 763 2009 93 601 82 158 80 385 83 150 82 382 85 621 76 262 75 227 79 795 68 405 60 812 45 692 913 490 2010 98 086 83 046 79 155 84 234 80 290 81 402 82 777 75 426 85 114 70 630 53 799 44 876 918 835. 2011 100 423 85 216 79 489 83 490 80 205 79 022 78 207 81 312 84 957 73 470 56 995 38 9909 921 77610

Data Source: 2001– 2011: Annual Survey for Schools (Public Ordinary schools excluding LSEN unit learners).

9 Note that there were 39 998 candidates who wrote the Grade 12 National Senior Certificate. That NSC figure includes the candidates from independent (2 349) and special schools (120) – totals that are not reflected in this table. The figures in the above table are drawn from a particular date and do not account for learners who leave and enter the system after that date. 10 Note that these totals do not include the 1448 LSEN Unit learners


The table indicates that there is not uniform growth across all grades. The totals in Grades 11 and 12 show signs of better retention. The historical decline in numbers in Grades 11 and 12 is being addressed through enhanced attention to subject-selection at the end of Grade 9, better advice about career options and choices and strengthening of the academic support given at high school level. The larger totals in Grades 1 and 9 indicate that that there are large numbers of learners repeating these grades. These are matters which are receiving attention with special interventions to reduce the failure rates. Enrolment patterns are influenced by the change, at a national level, in the Grade 1 admission age policy in 2000, which permitted schools to enrol only learners aged 7 in the year of first admission. As a result, the Grade 1 intake was lower than in previous years. When the age-requirement was subsequently adjusted in 2004, with the advent of a further stipulation, there was increased enrolment again. The Grade 1 class of 2004 entered high school in 2011. This accounts for the drop in total registration at primary schools and the increase at high schools. It also contributes to the increased total of Grade 9 learners in 2012. Support Provided Norms and standards, No fee schools and fee exemption programme The funds used to cover educational expenses, the Norms and Standards allocations to schools, are weighted so that schools in poorer communities are allocated more funds. This amount increased in 2011/12 as follows:

National Number of schools

2010 Rand amount per learner

2011 Rand amount per learner

NQ 1 314 855 960 NQ 2 163 784 880 NQ 3 190 784 880 NQ 4 321 431 484 NQ 5 454 202 318 Total 1 44211 539 (average) 599 (average)

All discretionary funding streams, such as the no-fee school programme and the allocation of additional teachers to schools, are directed to redress historical disadvantage and to alleviate the impact of poverty. The no-fee school policy is applicable to national quintiles 1, 2 and 3 and benefited 366 259 learners, up from 365 112 in 2010/11.

Fee status Total number of schools No-fee 667 School fee charging 786 Grand Total 1 453

In 2011 a new option was given to schools in Quintiles 4 and 5 to apply for compensation to address fee-exemptions for learners not able to afford fees. A total of 497 schools of a possible 711 made application and a sum of around R20m was paid out to those schools.

11 New schools are funded from a different funding source in the year in which they open


Nutrition The National School Nutrition Programme provided 426 707 (415 829 in 2011) learners with nutritious meals on a daily basis at 1 015 (1 000 in 2011) targeted Primary, Special and Secondary schools. Workshops were conducted for volunteer food handlers, on food and gas safety and hygiene. Teachers, parents and learners were offered courses on food production. Test Results Grades 3, 6 and 9 Language and Mathematics From 2002 - 2009 there was provincial testing of Grades 3 and 6 learners in alternate years. In 2010 the WCED tested, for the first time, all Grade 3, 6 and 9 learners to establish the state of language and mathematics learning in each school in the province. This was the first time that Grade 9 learners were tested. In 2011 the WCED increased the level of challenge in the tests, in particular the language tests. Specifically, longer and more complex texts were included in the tests, in order to make the test items comparable with items used in international tests. The results were as follows:

WCED Grade 3, 6 & 9 Systemic Results 2011 Public Ordinary Schools

Grade 3 Grade 6 Grade 9 Numeracy Literacy Mathematics Language Mathematics Language Wrote 75,725 75,714 74,211 74,180 73,184 73,102 Passed 35,742 23,017 17,365 23,367 7,611 32,311 Pass % 47.2 30.4 23.4 31.5 10.4 44.2 Mean 46.3 38.7 37.6 40.9 24.9 48.9

Scores on these tests give schools a picture of their strengths and weaknesses. The results of the tests help the WCED to strengthen its support and help schools to build the foundations needed to achieve higher levels of literacy and numeracy. National Senior Certificate 2011 was the fourth year of the National Senior Certificate. There was a great deal of support provided to schools in order for them to achieve the targets they had set themselves. The hard work yielded encouraging improvement and the Western Cape achieved an 82.9% pass rate. The number of learners passing decreased, but this was due to a smaller cohort of Grade 12s, following a change in enrolment policy in 2000. The pass rate has increased by 7% over the past two years.

WCED Comparative NSC results 2008 – 2011

Year Wrote Passed % Pass Access to B. Deg.

% Access to B. Deg.

2008 (NSC) 43 953 34 577 78.7 14 522 33

2009 (NSC) 44 931 34 017 75.7 14 324 31.9

2010 (NSC) 45 783 35 143 76.8 14 416 31.5

2011 (NSC) 39 988 33 146 82.9 15 214 38.1


Despite fewer candidates writing the 2011 examinations, there were 798 more candidates that obtained passes that allow entry into Bachelor’s Degree study than in 2010. There was also improved performance by the schools serving the poorest communities. The average pass rate across the schools in Quintiles 1-3 increased from 59% in 2010 to 70% in 2011.

The number of schools with a pass rate of less than 60% dropped from 85 in 2009 and 78 in 2010 to 30 in 2011.

The pass rate for Mathematics increased to 68.7% from 66% in 2010. For Physical Science the 2011 pass rate was 65.3%, exceeding the 2010 figure of 59.6% by 5.7%. However the numbers passing both Mathematics (9 820) and Physical Sciences (7 137) did not meet the targets set. This was both because the overall enrolment for the year was low and because numbers enrolling for these two subjects are dropping. This is an area of concern which is to be addressed through the Maths and Science Strategy developed in 2012.


Training Continuing professional teacher development in the WCED remains a key focus. Teachers The National Curriculum Statement was refined and repackaged into the Curriculum and Assessment Policy Statements (CAPS). The CAPS specify for each subject the teaching time, content, skills, Learning and Teaching Support Materials (LTSM) needed and the assessment weightings and prescriptions. They have the benefit of containing all requirements in one document. The key changes brought about by the CAPS are that there should be less administrative burden for teachers, clearer specifications of subject content and stronger teaching and assessment methods. In 2011, the WCED trained teachers in Grades 1 – 3 and in Grade 10, for the introduction of the CAPS in 2012. This took the form of 3 day training programmes in the holidays for all relevant teachers. The Grade 10 teachers had an orientation programme over a Friday and a Saturday. The WCED co-ordinated training for almost 8 000 teachers of Grades 10 – 12, during the school holidays. In 2009 the WCED embarked on an 8 year training and support plan to support Literacy and Numeracy development. This programme, provided by expert service providers, for teachers in Grades 1 – 6 is offered as follows:

Year 1 (2009): first 250 schools Group 1 (125 schools) Numeracy Training in June holiday Group 2 (125 schools) Literacy Training in June holiday School-based support (250 schools) Readers and LTSM (250 schools)

Year 2 (2010): first 250 schools in a second year of training

Group 1 (125 schools) Literacy Training in June holiday Group 2 (125 schools) Numeracy Training in June holiday School-based support (250 schools) Readers and LTSM (250 schools)

Year 3 (2011): second 250 schools – in practice this was 258 schools

Group 3 (129 schools) Numeracy Training in June holiday Group 4 (129 schools) Literacy Training in June holiday School-based support (258 schools) Readers and LTSM (258 schools)

Year 4 (2012): second 258 schools in a second year of training

Group 3 (129 schools) Literacy Training in June holiday Group 4 (129 schools) Numeracy Training in June holiday School-based support (258 schools) Readers and LTSM (258 schools)

This pattern will be repeated for years 5 to 8, i.e. between 2013 and 2016, so that all primary schools are trained and are supported with reading schemes and materials, within a period of 8 years.

The Literacy and Numeracy Programme in 2011 provided 258 primary schools with intensive training and site-based support for teachers from Grades 1-6.


In-service training and development was also offered through the CTLI. 34 training courses were delivered for teachers in the Foundation, Intermediate and Senior Phases: 1024 teachers attended these two to three week long curriculum courses in this financial year. 392 principals and school management team members received training via the 10 management courses that were presented in this period. Conferences and seminars in mathematics, reading and writing as well as for principals reached 3 413 teachers and principals. Thus there were altogether 4 829 beneficiaries of CTLI courses in the financial year. Principals The focus in this year was on the development and support of principals who were inexperienced, or in need of extra mentoring, or keen to undertake further professional development. Courses for school managers, focused on topics that included the principal as manager of the curriculum; the roles and responsibilities of deputy principals; the roles and responsibilities of heads of department, of aspiring principals and school leaders; the induction of principals and deputy principals; school management team training and women in, and into, management. The equivalent of 1% of the WCED payroll is utilised to improve the skills and competency of all WCED employees. The skill levels of teachers and public service staff are thus additionally addressed through various Workplace Skills’ Programme (WSP) development interventions. Accredited qualifications Targeted formal courses, in the form of the Advanced Certificate in Education (ACE) focusing on School Leadership, were presented at higher education institutions. These courses are funded by the WCED in an effort to improve the qualifications of teachers and improve the quality of learning and teaching in the classroom. 1 202 bursaries were awarded to serving teachers to improve their qualifications and 168 pre-service bursaries were awarded in scarce subject areas. Pre-service bursaries were awarded to aspiring teachers, focusing on the scarce subject areas of Mathematics, Science, Technology and the Foundation Phase. An amount of R8,145m was made available for this year and 109 students received bursaries. 31 students completed their studies in 2011 and 83 continue in 2012. 90 new bursaries were awarded in 2012. 230 new bursaries were awarded to aspirant and existing school principals to improve their qualifications through the ACE in School Management and Leadership. 124 completed their studies in 2011 and 248 continue in 2012. Other support provided Texts In 2011/12 the WCED invested R127 million in reading books and textbooks to support the implementation of CAPS in the Foundation Phase (Grades 1-3) and Grade 10. Home Language reading schemes were supplied to 403 schools and First Additional Language (FAL) reading schemes in English and Afrikaans were provided to all public ordinary primary schools to support the introduction of the FAL as a subject in the Foundation Phase. Mathematics books were supplied to all learners in Grade 1. The department invested R1-million to supplement the supply of Grade 10 literature books for home language. An additional R10 million was invested to address textbook shortages in Grades 9-12 at selected schools. Structured reading schemes were provided to 508 primary schools. This provision was accompanied by classroom support. Workbooks for Grades 1 – 6 were supplied by the Department of Basic Education, with delivery support from the WCED.


In addition, in 2011/12, the WCED spent R 4-million on library materials for school libraries at 110 Xhosa medium Primary Schools in Quintile 1, 2 and 3 and put monitoring and other mechanisms in place to ensure that these resources are used. 378 public ordinary secondary schools and 1 090 public ordinary primary schools were provided with a set of HIV/AIDS and Life Skills titles, to the value of R3.5 million, for their school libraries. As part of the advocacy and development programme under the Literacy and Numeracy Strategy, strategically-placed billboards asked the key question “Did your child read, write and practise maths today?” The WCED distributed 100 000 booklets for parents of Grade 1 learners which explain how to support a child’s first year in school. Mathematics and Physical Science A new Mathematics and Physical Science Strategy was developed and initiated in 2011. The aim is to: 1. Increase participation rates in Mathematics and Physical Sciences in the FET band. 2. Increase numbers of those passing Mathematics and Physical Sciences in Grade 12. 3. Improve the quality of passes at Grade 12 in terms of improved average scores and/or numbers of learners

achieving A, B and C symbols The strategy has five thrusts: Schools (includes re-selecting schools for the national Dinaledi programme, setting up “incentive” schools and categorizing all schools in terms of their subject enrolments to enable focused interventions and nuanced district support); Teacher Support and Development (includes teacher training and support, in-class monitoring and teacher recruitment and deployment); Resources and Support ( includes all resources such as equipment, LTSM, ICT and e-learning material and support); Learners (includes learner support, such as telematics programmes, olympiads, practice examination papers, tips, extra lessons, exposure to mathematics and science in industry and the world); Monitoring, Evaluation and Advocacy. Physical Education Physical Education has come under the spotlight as an important feature of the CAPS. The WCED embarked on a proactive strategy to assist teachers by providing them with a comprehensive Physical Education Manual. The manual is illustrated, with a 40-week lesson plan for grades 1 – 9 together with a visual DVD that shows how to present a Physical Education lesson. This was distributed to all public ordinary primary and high schools in the province during the 2010/11 financial year. A structure was set up consisting of Lead Teachers and Physical Education experts to plan the roll-out of Physical Education in the province. 53 Foundation Phase Curriculum Advisors and 120 Foundation Phase lead teachers were trained over 3 days in March 2012. A similar process will be followed to activate Physical Education in the intermediate and senior phases according to the CAPS implementation strategy. High School Programme The High School Programme aims to increase the number of learners passing the National Senior Certificate and reduce the number of under-performing schools. The High School programme consists of a differentiated approach to all high schools in the province. There was low intensity support for those schools where over 90% of learners passed in 2010; medium intensity support and a subject-specific focus for the schools which obtained a 60% – 89% pass rate and a high intensity, and whole school, focus for those where fewer than 60% of the learners passed.


In January 2011 and again in 2012, the WCED, together with the schools concerned, analysed the results for each school, per subject and per question paper. School-specific plans, with targets, were set, based on these analyses. Targets per school, and district, were set for pass numbers and numbers gaining admission to B degrees. Particular support is provided for learners at risk. A tutoring programme is run, using skilled teachers, from inside and outside the WCED. Telematics lessons were beamed to 147 schools in 2011 and intensive support was provided by Curriculum Advisers to those schools that achieved below the provincial average for high enrolment subjects. There were September examinations at all schools with support from district staff. A study tips booklet and an examination question pack were supplied to each Grade 12 learner. From the start of 2012 the programme was expanded to cover all grades at high schools and to focus on a set of additional criteria beyond the Grade 12 pass rate. Planning The WCED continued with its expressed intention to give active support to teachers in areas identified by the teachers themselves. This again took the form of reducing the pressure on them both administratively and in terms of attendance at workshops and meetings. Planning Calendars, that listed key dates, such as those for the start and finish of examinations, and other administrative deadlines, were again sent to schools in 2011 to help schools with advance planning for 2012. There were provincial awards for top teachers, following on a substantial selection process. These awards give recognition for achievement and innovation. SGB Elections In 2012 new SGBs were elected. The WCED ran a campaign to publicise the importance of this exercise and lent extra-ordinary support to schools in this regard. The programme of induction will focus on training in the development of appropriate School Improvement Plans and on financial management. Safe Schools The Safe Schools Programme has a three-pronged strategy (i) Provision of core security mechanisms,(ii) Programs to support behavioural and attitudinal change (iii) systems programmes that include whole school approaches and networking with relevant agencies that can assist with the creation of safe school environments. The WCED operates a Safe Schools Call Centre, where various issues relating to school-based crime and violence can be reported and counselling for affected and traumatised individuals is offered. In addition to the Safe Schools Call Centre and safety infrastructure support, the WCED offers educational programmes to encourage positive pursuits such as sports, arts, drama and information about future careers. The programmes focus on attitudinal or behavioural changes; creative and constructive approaches to conflict management; and mediation training. Safety fieldworkers are employed to support schools with school safety committees and school safety plans; to establish support and/or preventative programmes and to act as positive role models and mentors at 109 high-risk schools. Safety Fieldworkers follow up on truant learners and assess learner problems. They provide mentoring and coaching to learners at risk and ensure that learners access services they need. Safety Fieldworkers facilitate the Safe Schools Youth Clubs as part of the holiday programme. This project aims to reinforce positive attitudes and behaviour through channelling of learners at risk to attend appropriate educational structures and to develop skills to implement community projects.


Fifty new schools received core security infrastructure (motorized gates; pedestrian monitoring gates; alarm systems linked to armed response; barbed wire and mesh wire; burglar bars) and benefited from the training of peer mediators. Fences at high risk schools were repaired; CCTV cameras were installed at selected schools and holiday security was provided where called for. Occupational Health and Safety and Disaster Management training was offered, as well as training in drug testing policy. Approved drug testing devices were supplied in high-risk cases, combined with search and seizure exercises and the supply of hand held metal detectors at 50 selected extra schools. There are district crime prevention plans and partnerships with other government departments and NGOs. Two new regulations to strengthen controls and support at schools were finalised: i) The Regulations Relating to Disciplining, Suspension and Expulsion of Learners at Public Schools in the Western Cape was published on 15 December 2011. These regulations provide for, amongst others, the investigation of possible serious misconduct, serious misconduct, the suspension of a learner, the notice to the learner and parent of a disciplinary hearing, the appointment and composition of a disciplinary committee, the disciplinary hearing, recommendation of expulsion by the governing body, appeal and access to education. These regulations will be implemented from 2 April 2012. ii) The Guidelines for Random Search and Seizure and Alcoholic Liquor and Illegal Drug Testing at Public Schools was sent to schools via Circular 24 of 2011 dated 3 October 2011. A pro forma policy for schools was included, as well as the contact details of the Safe Schools call centre, and general information to have at hand when contacting Safe Schools. As part of the approach of the Western Cape Government to prevent anti-social behaviour, and to provide alternative opportunities to the youth, the Department of Cultural Affairs and Sport (DCAS) has introduced Sport MOD centres (Mass participation, access to Opportunity and Development) at 180 schools across the 8 education districts. 98 of these centres were established at primary schools in 2011. The programmes are run after school and provide learners with opportunities to practise sport and other enrichment activities. Both the Safe Schools and School Enrichment programmes of the WCED have linked up with the MOD centres. Neighbouring schools that are not part of the programme are also allowed to join the centres. Infrastructure The infrastructure plan for the Medium Term Expenditure Framework (MTEF) from 2010 – 2013 identified the following areas for development: Use of under-utilised classrooms in existing schools Building new classrooms at existing schools to alleviate over-crowding Building new schools, including special schools, to alleviate accommodation pressures Replacing existing schools or classrooms that were built of inappropriate materials Maintenance and repair Provision of Grade R classrooms Optimisation of the use of hostels

In addition, the provision and utilisation of mobile classrooms has remained essential to provide accommodation for urgent and unscheduled needs.


The plan for the MTEF thus proposed:

New Replacement Total Number of schools 26 23 49 Number of classrooms 768 583 1 351

The infrastructure that was scheduled for delivery in 2011/12 is set out below, alongside the actual delivery figures.

Category Targeted Actual number of schools New Schools 13 12 (+3 Mobile Schools) Replacement schools 9 8 Grade R classrooms 35 68 Relief Classrooms No targets set 14 Expansion Classrooms 44 Mobile classrooms 59

Despite the building programme outlined above, the ongoing growth in learner numbers places pressure on the system. In 2011, 50 992 learners were transported to and from school daily - over 2000 more than the 48 796 transported in 2010.


Programme 3: Independent School Subsidies Purpose To support independent schools in accordance with the South African Schools Act, 1996 The Independent School subsidies’ programme comprises the following sub-programmes Primary phase ○ to support independent schools offering Grades 1 to 7 Secondary phase ○ to support independent schools offering Grades 8 to 12 Strategic Objective


To render support to independent schools in accordance with the relevant legislation to ensure quality education for learners in these schools

Programme policy developments during 2011/12 Regulations relating to the registration of and provision of subsidies to independent schools The Minister for Education in the Province of the Western Cape has, in terms of Sections 46 and 48 of the South African Schools Act, 1996 (Act 84 of 1996), as amended, promulgated the revised regulations for the registration of and the provision of subsidies to independent schools. The regulations determine the following: 1. Requirements and conditions for registration 2. Procedures for registration 3. Registration certificates 4. Permission for learners to register and sit for examinations

5. Monitoring and access to independent schools 6. Subsidies to independent schools 7. Withdrawal of registration and closure of independent schools 8. Appeals to the Provincial Minister

The regulations were published on 6 December 2011 and were sent to all independent schools and role players. A comprehensive advocacy plan has been put in place for 2012 to ensure smooth transition from the old to the new regulations. The advocacy will focus on three elements: (1) to encourage registration of independent schools that are not registered; (2) to ensure that prospective owners of independent schools register new schools before 30 June each year for the following year; and (3) ensure compliance with the provisions of sections 46 and 48 of the SA Schools Act as well as WCED regulations. The WCED guideline: “Rights and responsibilities of Independent Schools” as well as a Management Checklist were distributed to independent schools in the Western Cape. The application form for registration of independent schools is now aligned with the guideline. Strategic Objectives and indicators

Programme Performance Measures (National measures) ►PPM301: Number of subsidised learners in Independent Schools


ST301 Independent school subsidies – Key trends

2009/10 Actual

2010/11 Actual

2011/12 Target

2011/12 Actual

Payments by sub-programme (R’000) 3.1 Primary phase 22,610 24,015 28,563 28,563 3.2 Secondary phase 32,912 35,681 35,625 34,991 Total 55,522 59,696 64,188 63,554 Payments by economic classification (R’000) Current payment 0 0 0 0 Compensation of employees 0 0 0 0 Goods and services and other current 0 0 0 0 Transfers and subsidies 55,522 59,696 64,188 63,554 Payments for capital assets 0 0 0 0 Total 55,522 59,696 64,188 63,554 Performance statistics Staffing Number of educators (publicly employed) - - - - Enrolment Learners in independent schools receiving a subsidy 17 928 16 625 15 000 17 330 - Primary phase 11 657 10 844 10 000 11 357 - Secondary phase 6 271 5 781 5 000 5 973 Learners in non-subsidised independent schools 9 096 19 515 15 000 22 768 - Grades 1 to 7 6 218 10 721 10 000 12 106 - Grades 8 to 12 2 878 8 794 5 000 10 662 Total (all independent school learners) 27 024 36 140* 30 000 40 098


ST301 Independent school subsidies – Key trends

2009/10 Actual

2010/11 Actual

2011/12 Target

2011/12 Actual

Institutions Schools receiving a subsidy(a) 106 97 104 99 3.1 Primary phase 80 40 83 82 3.2 Secondary phase 26 57 21 17 Schools not receiving a subsidy 125 115 120 97 Total 231 212 224 196 Subsidised schools visited during the year for monitoring purposes (b) 106 97 104 99 ►Programme performance measure* ►PPM301: Number of subsidised learners in Independent Schools 17 928 16 625 15 000 17 330 Note: The variable learner data is a factor of the uneven pattern of submission of data sets by independent schools. All 99 subsidised schools were visited in the year for monitoring purposes. The total number of subsidised schools is lower than anticipated. *Explanations for the variances between targets and actuals are provided on the table below.


Programme Performance Measures, Strategic Objectives and Indicators: Discussion of Variances

►PPM301: Number of subsidised learners in Independent Schools

Baseline (actual output 2010/11): 16 625 Target: 15 000 Actual: 17 330 Discussion: Enrolment figures grew at both the primary and the high school levels.

Discussion Enrolment The submission of SNAP and Annual School Surveys by independent schools to the WCED has been inconsistent. The WCED 2010 programme of visits to independent schools led to a sharp increase in returns of the SNAP Survey in 2010 and all registered independent schools submitted responses in 2011 and in 2012. There were 11 357 primary school and 5 973 high school learners registered in subsidised independent schools in 2011/12, an increase of 705 learners overall. There were 3 253 additional learners recorded in non-subsidised independent schools. The increase in the latter case is probably attributable both to better data and an expansion of the sector. Support provided Visits were undertaken to 127 Independent Schools to provide administrative, curriculum and institutional management support. The WCED also investigated complaints such as of poor academic performance, poor management, school fees and schools operating while unregistered. Audits of non-performing schools resulted in the de-registration of Simon Estes school. This decision was, however, overturned by the Cape Town High Court in February 2012 due to procedural irregularities. The support model for schools, the Norms and Standards for school funding, targets the most disadvantaged of schools. Subsidies to independent schools are payable at a level of 60%, 40%, 25%, 15% or 0% of the estimated provincial per capita expenditure for learners (PAEPL) at public ordinary schools. The PAEPL for 2011/12 was R 9 459 (Primary schools category) and R 10 620 (Secondary schools category) respectively. The WCED paid subsidies to 99 schools, which included four new applications. Two new applications for registration were processed in 2011. A team of 24 quality assurance monitors visited 123 schools in March 2012 and confirmed generally adequate compliance in respect of: Survey compliance - Annual School Survey (ASS) and Snap Survey (SS) Umalusi accreditation Financial compliance – subsidy and availability of audit reports Sufficiency and adequacy of instruction rooms Curriculum offerings Sufficiency and Appropriateness of Learning and Teaching Support Materials (LTSM) SACE registration Staff turnover Performance Management Systems Staff Development Programme An analysis of the Grade 3, 6 and 9 2011 WCED systemic test results


Test Results The results of independent schools on the National Senior Certificate in 2011 were as follows:

WCED National Senior Certificate Results 2011

Wrote 2010

Passed 2010

Bachelor’s Degree access 2010

Wrote 2011

Passed 2011

Bachelor’s Degree access 2011

Independent schools

2 622 2 372 90.5%

1479 56.4%

2 654 2 446 92.2%

1 573 59.3%

A growing number of independent schools participated in WCED diagnostic tests in 2011 and more are expected to participate as, in terms of Regulation 8 (b) of the Regulations Relating to the Registration of and Subsidies to Independent Schools (Excluding Pre-Primary Schools), an independent school will qualify to be considered for subsidy if it participates in the the Annual National Assessments and/or the department’s diagnostic testing. Participation in, and performance on, the WCED systemic tests in 2010 and 2011 are as follows:

WCED Systemic Grade 3, 6 & 9 Independent School Results 2011

Grade

Literacy/Language Numeracy/Mathematics

Schools Learners Pass Schools Learners Pass

2010 2011 2010 2011 2010 2011 2010 2011 2010 2011 2010 2011

Grade 3 Not Tested 54 Not

Tested 1 721 Not Tested

1 241 (72%)

Not Tested 54 Not

Tested 1 722 Not Tested

1 386 (80%)

Grade 6 29 47 937 1 435 832 (89%)

1 161 (81%) 29 47 939 1 433 729

(78%) 1 017 (71%)

Grade 9 22 32 1 135 1 331 591 (52%)

1 161 (87%) 22 32 1 139 1 327 1 016

(89%) 617

(46%) Teacher development Teachers in independent schools attended various curriculum workshops arranged by the WCED district offices. Independent schools were trained on CEMIS and a data management tool was set up to track visits and reports received. Participation in CEMIS is one of the requirements for registration of independent schools in the province. Collaboration Two meetings were held with the National Alliance of Independent School Associations (NAISA) and the Independent Schools’ Association of South Africa (ISASA) in 2011 where matters of mutual interest were discussed and collaboration was fostered.


Programme 4: Public Special School Education Purpose: To provide compulsory public education in special schools in accordance with the South African Schools Act, 1996, and White Paper 6 on Special Needs’ Education: Building an Inclusive Education and Training System

The Public Special School Education programme consists of the following sub-programmes: Schools ○ to provide specific public special schools with resources Professional services ○ to support public special schools Human resource development ○ to provide for the professional development of educators and non-educators in public special schools Strategic Objective


To maximise successful academic and social participation of all learners in the culture and curriculum of educational institutions and minimise barriers to learning (Education White Paper 6)

Programme policy developments for 2011/12 On 1 April 2010 the Children’s Act, 2005 (Act 38 of 2005) came into effect. In terms of Section 196 (3) of the Children’s Act, 2005 (Act 38 of 2005), those schools of industry and reform schools, which are currently the responsibility of a provincial Department of Education, become the responsibility of the provincial Department of Social Development, within two years of the commencement of the relevant chapter in the Act. The function will be transferred to the Department of Social Development with effect from January 2013. Strategic objectives and indicators

Programme Performance Measures (national measures) PPM401: Number of learners enrolled in public special schools PPM402: Number of educators employed in public special schools PPM403: Number of professional non-teaching staff employed in public special schools


ST401 Public special school education – Key trends

2009/10 Actual

2010/11 Actual

2011/12 Target

2011/12 Actual

Payments by sub-programme (R’000)* 4.1 Schools 605,280 695,013 756,751 756,751 4.2 Professional services 0 -3 0 0 4.3 Human resource development 0 0 0 0 4.4 Conditional grants 29,324 32,636 34,590 34,590 Total 634,604 727,646 791,341 791,341 Payments by economic classification (R’000)* Current payment 491,033 557,233 622,495 622,495

Compensation of employees 484,440 551,270 607,313 607,313 Educators 389,140 449,427 495,932 495,932 Non-educators 95,300 101,843 111,381 111,381

Goods and services and other current 6,593 5,963 15,182 15,182 Transfers and subsidies 114,247 128,680 129,463 129,463 Payments for capital assets 29,324 41,733 39,383 39,383 Total 634,604 727,646 791,341 791,341 Staffing Number of educators (publicly employed) 1 746 1 768 1 750 1 829 Number of non-educators (publicly employed) 984 958 980 973 Enrolment Up to and including Grade 7 8 522 9 411 9 500 8 958 Grade 8 and above 9 444 8 881 8 900 9 920 Institutions and infrastructure Schools 74 72 74 74


ST401 Public special school education – Key trends

2009/10 Actual

2010/11 Actual

2011/12 Target

2011/12 Actual

►Programme performance measures* ►PPM401: Number of learners enrolled in public special schools 17 966 18 292 18 400 18 878 ►PPM402:Number of educators employed in public special schools 1 746 1 768 1 750 1 829 ►PPM403: Number of professional non-teaching staff employed in public special schools 984 958 945 973 ►Programme performance indicators* PPI 4.1 Resource Centres 8 17 12 20 *Explanations for the variances between targets and actuals are provided on the table below.


Programme Performance Measures, Strategic objectives and Indicators: Discussion of Variances ►PPM401: Number of learners enrolled in public special schools Baseline (actual output 2010/11): 18 292 Target: 18 400 Actual: 18 878 Discussion: The increase in the number of learners at special schools is due to the incremental growth over a period of four years of existing schools of skills, the opening of the additional school of skills and the creation of five additional units for Autism Spectrum Disorders (ASD) at designated special schools. ►PPM402:Number of educators employed in public special schools Baseline (actual output 2010/11): 1 768 Target: 1 750 Actual: 1 829 Discussion: Posts are allocated in the preceding year, but curriculum needs, growth in learner numbers and excess employees have an impact on the actual number. Variations can also be attributed to resignations, contract terminations, appointments, promotions and transfers. ►PPM403: Number of professional non-teaching staff employed in public special schools Baseline (actual output 2010/11): 958 Target: 945 Actual: 973 Discussion: Posts are allocated in the preceding year, but curriculum needs, growth in learner numbers and excess employees have an impact on the actual number. Variations can also be attributed to resignations, contract terminations, appointments, promotions and transfers. Programme Performance Indicator PPI 4.1 Resource Centres Baseline (actual output 2010/11): 17 Target: 12 Actual: 20 Discussion: The target was set prior to the end of the previous financial year. At the end of the 2010/2011 financial year, there were 17 Special School/Resource Centres (16 district Resource Centres and one provincial Resource Centre). The three additional Resource Centres are at 1) Mary Harding (a base for the pilot multi-disciplinary therapeutic team for the severely mentally disabled) 2)Jan Kriel School and 3)Tafelberg Schools. The latter two support high schools. This brings the total to 20.

Discussion Enrolment The Department currently has 74 special schools accommodating 18 878 learners with special needs which is 586 more learners than in the previous financial year. Currently 6 143 learners are enrolled at schools of skills and 614 learners at skills units at public special schools. The schools of skills form part of the Senior Phase of the GET (Grades 7 – 9). The WCED will strengthen the support for learners in mainstream schooling in 2012 and beyond. The increase in the number of learners at special schools is mainly due to the incremental growth over a period of four years of existing schools of skills, the development of an additional school of skills and the creation of five additional units for Autism Spectrum Disorders (ASD) at designated special schools. The units for ASD are at Glenbridge School (2 classes), Ligstraal School (1 class) and Cheré Botha (1 class). The provincial outreach team for Autism Spectrum Disorders (ASD), based at Vera School for learners with ASD, assists with the establishment of units, the screening of learners, the capacity building of teachers, monitors the implementation of ASD specific intervention strategies and provides support when required.


Bishops School of Skills was opened in April 2011. The division of the Klein Karoo School in Oudtshoorn into the Klein Karoo School catering for learners experiencing severe intellectual barriers to learning and the Outdshoorn School of Skills for learners experiencing mild intellectual barriers to learning came into effect from 1 January 2012. With the opening of Bishops School of Skills, eighteen schools of skills and five units for skills training at special schools have been established in the Western Cape. Support Provided The consolidation of inclusive education and the establishment of support structures remains a priority for the WCED in order to ensure greater accessibility to education for all learners experiencing barriers to learning, including learners in the mainstream. The WCED ensures the optimal provision of learning opportunities to all learners experiencing barriers to learning and development through a variety of options within public special schools and public ordinary schools. In some instances the educational needs of the learner experiencing barriers to learning and development are better met through providing additional support in public ordinary schools in line with the further expansion and roll out of Inclusive Education. Greater numbers of learners with low to moderate intensity needs are currently being supported in public ordinary and Full Service/ Inclusive Schools. The WCED goal is that only learners with high intensity support needs are accommodated at public special schools. A ten-point WCED plan for specialised education support was approved in 2011 and was followed by the first stages of implementation. The key elements are: i. The additional training of staff ii. The quality assurance of the schools iii. Exposure to best practice models iv. Provision of additional places in Special Schools for learners with high intensity support needs v. Development of appropriate educational programmes vi. Support for out-of-school learners experiencing barriers to learning vii. Fostering inter-sectoral partnerships viii. Harnessing the contribution of parents and civil society ix. Transformation of certain special schools into resource centres for mainstream and other special schools x. Specialist teams will provide appropriate educational programmes and support to learners who experience

barriers to learning and are in mainstream schools. The WCED has put structures in place to facilitate the roll out of the ten-point plan through: district-based support teams; strengthening designated special schools to become resource centres; the establishment of ELSEN-units/ Resource Classes at designated public ordinary schools which are

converted into Full-Service/Inclusive Schools; and the development of Institutional Level Support Teams.

Three additional resource centres were identified, namely Tafelberg School, Jan Kriel School and Mary Harding School and there are currently 20 special schools that operate as resource centres. The resource centres provide support to learners experiencing barriers to learning at public ordinary schools and at full service schools/ inclusive schools. The audit for the quality of education for the Deaf in the Western Cape was completed in 2012 and the recommendations on the review of policies; curriculum adaptations; early screening, identification, assessment and support; human resources; provision of appropriate technology and assistive devices; physical infrastructure and transport have been addressed.


Test Results Special Needs’ schools have not been included in the primary school testing programmes to date. In 2011 there were 120 candidates from six special schools who wrote the National Senior Certificate. Four of the schools achieved a 100% pass rate and one had an 87% pass rate. 23% of those who passed obtained admission to a Bachelor’s Degree. Louzanne Coetzee, of Pionier School, was honoured as the top national special needs’ achiever. She obtained 6 Distinctions, including 97% for History. Teacher Development Training in 2011 included training in the revised model of support for inclusive education outreach teams at Special School Resource Centres, including school psychologists, therapists, special education teachers. District Specialised Education Support staff were trained in the revised support model. There was also training in specialist Special Educational Needs’ aspects for Special Schools' principals and staff. Here the emphasis was on schools for the deaf and on support for children with profound intellectual disabilities and those with autism spectrum disorder.

Other Support Provided The Western Cape Forum for the Intellectually Disabled brought an application regarding severely and profoundly intellectually disabled children in the High Court with the National Government and the Western Cape Provincial Government as respondents. The application culminated in a judgment and order handed down by the Western Cape High Court on 11 November 2010. The order instructed both respondents to take reasonable steps to give effect to the rights of severely and profoundly intellectually disabled children in the Western Cape with regard to a basic education; protection from neglect or degradation; equality and human dignity. The court order has given rise to inter-governmental collaboration initiatives. The WCED established the Provincial Outreach Team for Profound Intellectually Disabled based at Mary Harding School in November 2011. The function of this team was to determine the nature and level of support required at each of ten (10) designated Special Care Centres; to assess the qualifications of the caregivers and the adequacy of care provided at the Special Care Centres; to provide a training and support programme for Special Care Centre staff; to assess availability, condition and need for assistive devices and to advise on an appropriate and affordable model of care to be provided. The National Association for the Blind was awarded the tender to conduct an audit into Braille production and enlarged print at schools and institutions for the blind. In the Western Cape, Athlone School for the Blind, Pioneer School and Pioneer Printers were included and the findings have been submitted to the Department of Basic Education.


Programme 5: Further Education and Training Purpose: To provide FET at public FET colleges in accordance with the Further Education and Training Colleges Act (2006)

The FET programme comprises the following sub-programmes: Public institutions ○ to provide specific public FET colleges with resources Professional services ○ to support public FET colleges Human resource development ○ to provide for the professional development of educators and non-educators in public FET colleges Strategic Objective


To ensure institutional and programme planning alignment in order to deliver relevant, responsive programmes towards meeting local business, industry, community and student needs and to maintain an enabling environment for high quality integrated theory/practical programme delivery through institutional governance and management and operational support.

Programme policy development during 2011/12 Higher education institutions, FET colleges, SETAs and Adult Education and Training centres are now jointly overseen by the provincial education departments and the Department of Higher Education and Training (DHET). The protocol agreements between DHET and provincial education departments and political heads on the transition and interim governance and management of the colleges will prevail until all the necessary conditions are in place. The Constitution Amendment Bill of 2011 was published on 21 January 2011. It aims to amend the Constitution in line with the decision to transfer the provincial functions related to FET and AET to DHET. The Further Education and Training Colleges Amendment Bill, 2011 (Gazette No. 34222) was tabled on 27 July 2011 as a section 76 bill. It has now been signed into Law. The overall effect is to amend the FET Colleges Act of 2006, so as to “remove all references to provincial authority; to substitute functions previously assigned to the Member of the Executive Council with the Minister; to remove all references to the Head of Department and substitute with the Director-General; to provide for the prohibition of a member of Council or a member of staff to conduct business, directly or indirectly with the concerned FETC which business is in conflict of interest with the concerned public FETC; to provide for transitional arrangements with regard to public service posts and teacher posts, staff, disciplinary measures; and policy made by the Member of the Executive Council under the principal Act or any provincial law, necessary for the effective governance, management and funding of public FETCs”. The intention remains that FET Colleges will become a national competency.


The Green Paper on Post-School Education and Training was open for public comment until 30 April 2012. The Green Paper seeks to set out the challenges facing the post school system and sets out broad policy for: • Expanding post school provision to improve access • Strengthening the institutions to improve quality • Setting out a vision and pathways for achieving a coherent post school system with articulation,

collaboration, and coordination between the different components, as well as alignment between the various institutional types and between education and training institutions and the labour market.

The next steps will include the development of a White Paper and submission to Cabinet for final approval as government policy. This will be followed by the alignment of legislation, regulations and departmental practice with the White Paper and implementation. At the beginning of 2011, colleges were authorised to re-introduce Report 191 Programmes for engineering related trades at levels N1-N3 and to re-introduce all Report 191 Programmes at levels N4-N6. Accordingly the enrolment numbers for these programmes reflect a further increase for 2012 to date. Strategic Objectives and indicators

Programme Performance Measures (national measures)

PPM501: Number of students enrolled in NC(V) courses in FET Colleges

PPM502: Number of FET College NC(V) students who completed full courses successfully


ST501 Further education and training - Key trends

2009/10 Actual

2010/11 Actual

2011/12 Target

2011/12 Actual

Payments by economic classification (R’000)* 5.1 Public institutions 368,917 446,971 534,671 534,659 5.2 Professional services 0 0 0 0 5.3 Human resource development 0 0 0 0 5.4 Conditional grants 0 0 0 0 Total 368,917 446,971 534,671 534,659 Payments by economic classification (R’000)* Current payment 212,675 251,685 259,565 259,553 Compensation of employees 212,670 251,685 259,565 259,553 Educators 180,045 217,825 224,180 224,168 Non-educators 32,625 33,860 35,385 35,385 Goods and services and other current 5 0 0 0 Transfers and subsidies 156,242 195,286 275,106 275,106 Payments for capital assets 0 0 0 0 Total 368,917 446,971 534,671 534,659 * The 2010/11 target for Expenditure is the Final Appropriation 2010/11 figure Staffing Number of Non-educators (publicly employed) 24 24 24 24 Enrolment Full-time equivalent students* 28 053 38 120 36 700 24 948 Students (headcount) 42 291 45 056 42 000 40 403 of whom females 15 247 22 550 24 600 21 265 of whom females in technical fields 1 154 2 279 2 000 1 429 Students completing programmes successfully during the year 21 665 27 000 28 000 17 814** *The apparent drop in enrolment is because the total excludes the occupational students and only lists the NC(V) and Report 191 figures. **Note that the definition applied was adjusted to refer to “All students who entered into, and completed, a qualification during 2011”


ST501 Further education and training - Key trends

2009/10 Actual

2010/11 Actual

2011/12 Target

2011/12 Actual

Statistics on learnerships Active learnership agreements in the province** 4 196 6 336 6 000 9 058 ►Programme performance measures*** ►PPM501: Number of students enrolled in NC(V) courses in FET Colleges 12 742 12 967 13 000 13 778 ►PPM502: Number of FET College NC(V) students who completed full courses successfully 2 308 3 429 7 000 4 587 Note: 1. ** Public and private providers are involved with learnership delivery. This data represents “public FET colleges only” data and indicates the learnership agreements signed between colleges and students. 2.*** Explanations for the variances between targets and actuals are provided on the table below.


Programme Performance Measures, Strategic objectives and Indicators: Discussion of Variances ►PPM 501: Number of students enrolled in NC(V) courses in FET Colleges Baseline (actual output 2010/11): 12 967 Target: 13 000 Actual: 13 778 Discussion: The colleges enrolled more than the target due to the increased DHET bursary allocations that made it possible for financially needy students to enrol. ►PPM 502: Number of FET College NC(V) students who completed full courses successfully Baseline (actual output 2010/11): 3 429 Target: 7 000 Actual: 4 587 Discussion: The “Actual” may be slightly higher because it does not include supplementary exam results. There is a significant improvement in the certification rate. There is an increase of 1 158 on the total in 2010/11. Discussion Enrolment In February 2012 the colleges enrolled 33 091 compared to the 27 157 students of February 2011. This includes an increase of 1 878 NC(V) students from 2011. Of the 33 091 students, 29 450 are in public-funded programmes, of which the state funds 80% of the total programme cost. As Colleges enrol students at different stages during the year it is expected that overall figures will increase, particularly as a consequence of the reinstatement of the Report 191 programmes. Support Provided In terms of a Protocol Agreement between WCED and DHET the province remains responsible for supporting colleges until the Constitutional amendments and changes to the FETC Act are implemented. WCED supports the colleges through planning, funding and funding transfers, governance and management, curriculum support and examination administration. WCED and DHET monitor and report on college performance regarding enrolments, financial management, moderation of assessments and examinations.

The 2011/12 budget allocation for Programme 5 was increased to allow more students to enrol in colleges. The 2010/11 Schedule 4 FET Colleges Conditional Grant funds were transferred to colleges as scheduled. Relationship-building between FET Colleges, SETAs and industry continues. Internship and on-course work placement are planned in conjunction with the Western Cape Department of Economic Development, SETAs, Cape Chamber of Commerce and industry roleplayers.

In January 2011 DHET encouraged colleges to enrol students in the previously phased-out Report 191 (NATED) N4 – N6 and Engineering N1 – N3. This step was accompanied by an increase in bursary allocations as well as allowing Report 191 students to benefit from this bursary scheme.

The October 2011 DHET FET College Bursary report indicates that out of the 22 806 NC(V) and NATED students 13 192 received full or partial bursaries which cover tuition, accommodation and travel fees. The previous provincial student support programme which included bursary allocations, was phased out during 2011. The WCED continued to support colleges through ring-fenced funding to provide intensive academic support to students. The academic support includes mathematics support, remedial classes, tutorials, additional learning materials and basic feeding schemes.


Colleges are continually expanding their modes of delivery and delivery times to accommodate more students. College reports indicate that in most cases they have reached full capacity and would not be able to take in more students without expanded infrastructure. Most colleges operate their open learning centres to the benefit of both their own students and the surrounding communities.

DHET has set clear targets for the expansion of further education and training provisioning. The growth trajectory for Western Cape colleges is to enrol 85 000 students per annum by 2015. Colleges are encouraged to become more involved with occupational delivery and artisan development. DHET is, in addition, creating more funding opportunities for colleges through the National Skills Fund and SETAs. Test Results The tables below indicate the certification rate of students who entered for, and wrote, all the required subjects in their specific qualification.

NC(V) Enrolled 7 subjects

Written 7 subjects

Passed 7 subjects

Certification % of those wrote

Level 2 7 425 4 361 2 597 59,6% Level 3 3 412 2 325 1 192 51,3% Level 4 1 933 1 651 798 47,7%

Report 191/NATED

Enrolled 4 subjects

Wrote 4 subjects

Passed 4 subjects

Certification % of those wrote

N1 539 252 171 67,9% N2 234 144 57 39,6% N3 339 250 95 38% N4 1 883 1 497 682 45,6% N5 2 441 2 074 934 45% N6 523 456 214 46,9%

The 2011 Umalusi report on the national examinations compliments the Western Cape colleges on consistent performance across programmes and qualifications as well as on outperforming other provinces in most programmes. Lecturer Development The WCED Curriculum Planners continue to support consistent curriculum implementation through lecturer capacity building and classroom support. Assessment and moderation processes continue to improve the quality of assessment instruments and practices. Resources/other support provided The WCED supported FET colleges with initial funding to acquire a new electronic college administration programme. The system has now been fully implemented at all colleges. WCED continues to support the use of an academic management system called ASSET (Advanced Software Solutions to Education and Training). The ASSET system is used to plan internal continuous assessment, quality assure college-designed assessment instruments and moderate assessment processes to ensure credible assessment results.


Programme 6: Adult Education and Training Purpose: To provide AET in accordance with the Adult Basic Education and Training Act, 2000 The ABET programme comprises the following sub-programmes: Subsidies to private centres ○ to support specific private AET sites through subsidies Professional services ○ to support AET sites Human resource development ○ to provide for the professional development of educators and non-educators at AET sites Strategic Objective


To provide support to A(B)ET management and governance through policy development and strategic interventions that facilitate effective curriculum delivery in Adult Learning Centres; to provide educators and students at A(B)ET sites with departmentally managed curriculum support services and to provide for the professional development of educators and non-educators

Programme policy developments in 2011/12 The Constitution Amendment Bill of 2011 was published on 21 January 2011. It aims to amend the constitution in line with the decision to transfer the provincial functions related to Further Education and Training and Adult Education and Training to the Department of Higher Education and Training. The Higher Education and Training Laws Amendment Bill was published on 7 December 2010. It aims to amend the FET Act, 2006 and the Adult Basic Education and Training Act, 2000, so as to amend certain definitions; to make provision for the employment of educators at public centres by inserting provisions with regard to employers of educators, salaries and other conditions of service of educators, the educator establishment, powers of employers, appointments and the filling of posts, the transfer of educators, the secondment of educators, the retirement of educators, the discharge of educators, incapacity and misconduct and the performance of other work by educators; to provide for transitional arrangements with regard to public centres; to make provision for the determination of national education policy for public centres, for consultation on policy and legislation, for the publication of national education policy and for the monitoring and evaluation of adult education and training; and to provide for quality assurance in respect of the qualifications offered by public and private centres. Regulations relating to the Registration of Private ABET Centres After initial publication for comment the regulations were reworked and also aligned to the Amended Adult Education and Training Act, published in December 2010 by the Department of Higher Education. The regulations were published in Provincial Gazette, No. 6838, on 4 March 2011. Regulations relating to the Establishment of Centre Governing Bodies Regulations were published for public comment in February 2012. The closing date for comments was 20 March 2012. No comments were received. Regulations will thus be published in April 2012. Governing bodies for Adult Learning Centres will be elected during 2012.


Interim General Education and Training Certificate (GETC) Adult Education and Training (ABET) On 11 December 2009, the revised interim General Education and Training Certificate (GETC) Adult Education and Training (AET) registered under ID No 64309 at SAQA was published. The qualification was gazetted on 5 November 2009, and is approved for adult learners at ABET Level 4 (NQF level1) for public and private centres. Strategic Objectives and indicators


PPM601: Number of learners enrolled in public ABET Centres

PPM602: Number of educators employed in public ABET Centres


ST601 Adult basic education and training - Key trends

2009/10 Actual

2010/11 Actual

2011/12 Target

2011/12 Actual

Payments by sub-programme (R’000) 6.1 Subsidies to private centres 29,479 32,152 33,098 33,098 6.2 Professional services 0 0 0 0 6.3 Human resource development 0 0 0 0 Total 29,479 32,152 33,098 33,098 Payments by economic classification (R’000) Current payment 6,901 7,165 5,850 5,850

Compensation of employees 6,621 6,098 5,670 5,670 Educators 5,663 5,171 5,002 5,002 Non-educators 959 927 668 668

Goods and services and other current 280 1,067 180 180 Transfers and subsidies 22,578 24,987 27,248 27,248 Payments for capital assets 0 0 0 0 Total 29,479 32,152 33,098 33,098 Staffing Number of full-time educators (publicly employed) 3 4 4 2 Number of full-time non-educators (publicly employed) 8 8 8 7 Enrolment GET level 18 894 19 577 16 000 18 934 FET level 19 159 20 543 20 500 17 648 Total 38 053 40 120 36 500 *36 582 *including Department of Correctional Services and Private Centres registered with the WCED


ST601 Adult basic education and training - Key trends (continued)

2009/10 Actual

2010/11 Actual

2011/12 Target

2011/12 Actual

Institutions Subsidised centres 102 107 110 103 ►Programme performance measures* ►PPM601: Number of learners enrolled in public ABET Centres 38 053 40 120 36 000 36 582 ►PM602: Number of educators employed in public ABET Centres 8 962 1 250 1 039 *Explanations for the variances between targets and actuals are provided on the table below.


Programme Performance Measures, Strategic Objectives and Indicators: discussion of variances ►PPM601: Number of learners enrolled in public ABET Centres Baseline (actual output 2010/11): 40 120 Target: 36 500 Actual: 36 582 Discussion: Because of the proposed phasing out of the previous Senior Certificate and later revisions to that arrangement it has been difficult to predict enrolment figures. Much has been done to increase the numbers of Level1-4 learners through advocacy programmes. ►PM602: Number of educators employed in public ABET Centres Baseline (actual output 2010/11): 962 Target: 1 250 Actual: 1 039 Discussion: Teachers must be employed in proportion to learner enrolment at each centre and based also on the learning areas for which they enrol. Following the announcement by the DBE to end the old Grade 12 curriculum at AET Centres in 2014, the WCED decided to offer Grade 12 at selected AET Centres (Grade 12 HUBS) only. As a result, fewer educators are employed at institutions, contributing to the above variance.

Discussion Enrolment Current enrolment consists of 18 934 ABET Levels 1-4 learners, 14 008 FET learners and 3 641 learners doing short skills programmes. ABET Learners increased by 3 309 compared to 2010, with the biggest increase at Level 4 with 2 423 learners. Learnerships for 48 learners were offered in the Central Karoo, in partnership with the ETDP SETA. Accredited skills programmes were offered at eight CLCs and benefited 282 learners in partnership with three FET Colleges. Programmes offered included Carpentry, Office Skills, Health and Safety, Hospitality, Electrical and Mechanical, Entrepreneurship and Plant Production courses. Other partners include PetroSA, Nestle and the Witzenberg Municipality. The following new Adult Education and Training sites were registered in 2011: Bongulethu (South), Aurora (Piketberg), Broodkraal (Piketberg), Dasbosch, Le Jardine, Septemberkraal, Paardekraal, Berghof (all Porterville), Mount Hope, Highlands, Alpine, Life Changes, Morgenster (all BALCO-South) Ma a Africa (Delft), De Rust Ventura (Overberg), Mfuleni (North); Pelandaba (George); Bitterfontein (West Coast), as well as Koekenaap and Lutzville. 12 Grade FET hubs were established in 2011 in Eden and Central Karoo (1), Winelands (1), East (3), North (2), South (2), Central (1), West Coast (1), Overberg (1). The WCED continued its provision of Adult Education Programmes to employees of Provincial and National Government Departments. There are currently 714 learners enrolled through 15 active partnership arrangements. There are ten partnerships governed by Memoranda of Understanding (MOUs) with other provincial departments and with the national Departments of Public Works, Environmental Affairs and Correctional Services. Through these partnerships, employees are given the opportunity to obtain a GETC. A “Transversal Policy for the Delivery of ABET to Employees of Provincial Government Departments” is in place. Partnerships are developed at a central level or at centre level. An MOU has been signed with Theewaterskloof Municipality and the MOU with the South African Navy has been revised to reflect the extension to the curriculum offered to their employees at Simonstown Naval Base.


The Kha Ri Gude Mass Literacy campaign was launched in April 2008 with the intention of enabling 4.7 million South Africans to become literate and numerate in one of the eleven official languages by 2012. Learners are taught to read and write in their mother tongue in line with A(B)ET level 1 unit standards. Learners have to complete twenty assessment activities (10 for literacy and 10 for numeracy) in their Learner Assessment Portfolios (LAPS). The LAPS are moderated and verified by SAQA. In 2011 12 948 students participated in the programme for 2011 (16 520 in 2010). The results are not yet available. Support Provided The 2012/13 Norms and Standards funding for all 103 Community Learning Centres in the province were approved in October 2011 and letters provided to each institution. Further Norms and Standards funding was provided to CLCs in July 2011, August 2011 and March 2012. Test Results

2010 2011

Number enrolled for more than one Learning Area 2 376 3 343

Total number of Learning Area entries\ 9 551 14 149

Number writing Learning Area exams 6 753 10 160

Candidates for NQF Level 4 exams 1 783 3 343

ABET October Level 4 Pass (Rate) 1 483 candidates (80.7%)

2 226 candidates (66.6%)

The increases generally and, in particular, the increase in the number of successful candidates is pleasing. The increased enrolment (almost double) has influenced the pass rate. Variability in pass rate is a pattern in this sector where the numbers writing are relatively small. The rate in 2010 was particularly high (62% in 2008 and 65% in 2009). The previous “Senior Certificate” was to have been offered for the last time in 2011, but a revised date of 2014 has been approved. At national level, a draft White Paper is being compiled, as well as a new qualification to replace the Senior Certificate. This will facilitate the implementation of a qualification geared towards the needs of adults. The qualification will require the study of fewer subjects. Teacher Development All Centre Managers and Site Coordinators were provided with a list of Key Result Areas. These form part of their contract with the WCED. A Monitoring Instrument for AET IMG Managers was distributed to all Community Learning Centres in July 2011. It covers the following areas: recruitment of learners, Strategic Planning, Centre Governance, Resource Management, Curriculum and Assessment Management, Social Mobilisation and Advocacy, Dissemination of Information. A Curriculum Management Manual for Centre Managers was completed in August 2011. It is critical to attract appropriately qualified staff to the sector at competitive salary packages. The appointment of AET staff is dependent on labour legislation being promulgated and there are delays in this process. The implementation of the gazetted Norms and Standards Funding for Adult Learning Centres will require centres to be better equipped to offer a more professional service for the community.


Programme 7: Early Childhood Development Purpose: To provide ECD at the Grade R and earlier levels in accordance with White Paper 5 The ECD programme comprises the following sub-programmes: Grade R in public schools ○ to provide specific public ordinary schools with resources required for Grade R Grade R in community centres ○ to support particular community centres at the Grade R level Professional services ○ to support ECD sites Human resource development ○ to provide for the professional development of educators and non-educators at ECD sites Strategic Objective


To provide specific public ordinary schools and identified independent schools with resources required for Grade R and provide conditions that encourage more schools to establish Grade R classes in existing available classrooms or new Grade R classrooms and to co-ordinate the level 1, 4 and 5 training of ECD practitioners to ably provide emotional, cognitive, health and physical care and a stimulating learning environment for 0 to 4-year-olds

Programme policy developments in 2011/12 None Strategic Objectives and indicators

Programme Performance Measures (national measures) PPM701: Number of learners enrolled in Grade R in public schools PPM702: Number of public schools that offer Grade R


ST701 Early Childhood Development- Key trends

2009/10 Actual

2010/11 Actual

2011/12 Target

2011/12 Actual

Payments by sub-programme (R’000)* 7.1 Grade R in public schools 174,502 220,579 212,588 210,186 7.2 Grade R in community centres 45,869 45,288 46,838 46,838 7.3 Professional services 0 0 0 0 7.4 Human resource development 68,249 80,028 86,360 86,031 7.5 Conditional grants 0 0 35,010 35,006 Total 288,620 345,895 380,796 378,061 Payments by economic classification (R’000)* Current payment 94,718 98,749 116,605 114,203

Compensation of employees 58,740 61,048 66,257 63,855 Educators 58,416 61,048 66,257 63,855 Non-educators 324 0 0 0

Goods and services and other current 35,978 37,701 50,348 50,348 Transfers and subsidies 169,288 196,479 225,723 225,390 Payments for capital assets 24,614 50,667 38,468 38,468 Total 288,620 345,895 380,796 378,061 Staffing Number of educators (publicly employed)* 251 237 235 224 Number of non-educators (publicly employed) 0 0 0 0


ST701 Early Childhood Development- Key trends

2009/10 Actual

2010/11 Actual

2011/12 Target

2011/12 Actual

Enrolment (publicly funded only) Grade R in public schools 46 100 50 726 50 000 50 495** Grade R in independent sites 21 077 13 228 13 000 20 087*** Pre-Grade R in public schools 1 820 1 213 2 000 1 215 Total 68 997 65 167 65 000 71 797 ►Programme performance measures**** ►PPM701: Number of learners enrolled in Grade R in public schools 46 100 50 726 50 000 50 495 ►PPM703: Number of public schools that offer Grade R 767 807 830 886 Programme performance Indicators**** PPI 7.1 Newly built Grade R classrooms 100 0 50 68 PPI 7.2 Additional ECD kits to Public Ordinary Schools 150 0 100 350 PPI 7.3 Additional ECD kits in Independent Schools 150 0 50 100 Note: 1. * These are Pre-Primary Personnel and are all carried in additional posts. As teachers leave or retire the posts fall away. 2. ** The target for 2011/12 was set prior to the “actual” of 2010/11 being available. 3.*** Staff were employed to capture and verify the data hence the data is now more reliable. 4. Learner numbers drawn from the 2011 Annual Survey for public and ECD independent schools. 5.**** Explanations for the variances between targets and actuals are provided on the table below.


Programme Performance Measures, Strategic objectives and Indicators: Discussion of Variances ►PPM701: Number of learners enrolled in Grade R in public schools Baseline (actual output 2010/11): 50 726 Target: 50 000 Actual: 50 495 Discussion: There is an increase in the number of Grade R learners enrolled in public schools in comparison to the target that was set for 2011/2012. ►PPM702: Number of public schools that offer Grade R Baseline (actual output 2010/11): 807 Target: 830 Actual: 886 Discussion: More schools than anticipated are now offering Grade R. PPI 7.1. Newly built classrooms Baseline (actual output 2010/11): 0 (non-cumulative) Target: 50 Actual: 68 Discussion: 8 classrooms from 2009/10; 50 classrooms from 2010/11 and 10 classrooms from the identified 35 of 2011/12 were completed. Delays in the tendering process, changes to the implementing agents and other site-specific problems led to delays and have been reported in preceding years. The relevant budget was rolled over as the funds were committed. PPI 7.2 Additional ECD kits to Public Ordinary Schools Baseline (actual output 2010/11): 0 Target: 100 Actual: 350 Discussion: The tender for delivery of ECD kits was not awarded in the previous year as there were no service providers that complied with all tender specifications. The application for the roll-over of funds was successful and the tender could then be re-advertised to include the schools which should have received kits in the previous year. PPI 7.3 Additional ECD kits in ECD Independent Schools Baseline (actual output 2010/11): 0 Target: 50 Actual: 100 Discussion: The tender for delivery of ECD kits was not awarded in the previous year as there were no service providers that complied with all tender specifications. The application for the roll-over of funds was successful and the tender could then be re-advertised to include the schools which should have received kits in the previous year. Discussion Enrolment The Grade R learner data captured in the Annual Surveys for public and ECD independent schools indicates a substantial increase in enrolment of Grade R learners. The overall enrolment in Grade R is reported at 71 797 which is the highest total to date, and 6 630 more than the numbers recorded in 2010/11. This is ascribed to the advocacy campaigns to inform parents of the long term benefits of Grade R for their young children, and to better, verified data. Support Provided The Grade R learner subsidy allocation to 886 public and 362 independent schools was increased in 2011 to align it to the requirements of the National Norms and Standards for Grade R funding. Funding has been increased as follows:

Quintile Per learner daily 2010

Per learner daily 2011

New amount per annum per learner

1 R17 R18 R3 600 2 R16 R17 R3 400 3 R13 R14 R2 800 4 R9 R12 R2 400 5 R5 R10 R2 000


Subsidy claim forms are submitted to Head Office quarterly and these are verified before transfer payments to schools are effected. Currently 46 945 Grade R learners at public schools and 13 910 Grade R learners at ECD independent schools are subsidised. In line with the prescripts in the Ministerial determination for the Expanded Public Works Programme (EPWP), the minimum stipend paid to all ECD practitioners was increased from R1 200 to R1 272. All ECD practitioners currently on learnership programmes benefit from the increased stipend. This increase has had a positive influence on the attendance of the trainees at training classes. Thirty model Grade R classes were established in 2011. These are used to share best practices in ECD with neighbouring schools. These 30 sites upgraded their outdoor classroom area so that the Grade R learners could further develop their gross motor skills. 68 new Grade R classrooms were provided and the schools also received funding for furniture and a basic start-up ECD resource pack for these new classrooms. 450 schools received ECD kits and the Grade R practitioners in these schools were trained by the service provider. The training focussed on the effective use of the equipment for the benefit of the Grade R learners, compiling and maintaining an inventory and the storage of equipment. Some of the items contained in the ECD kits include numeracy and literacy games and puzzles, wooden blocks, construction sets, fiction and non-fiction books, musical instruments and wheeled toys. Test Results A limited study in 2011 of the school readiness of 3 428 of those learners already accepted into Grade 1 in 200 schools found that 70% of these were not appropriately school-ready. In 2012 there is to be a focus on ensuring that all Grade R programmes are of the requisite quality and that under-age learners who need further Grade R support are afforded an extra year in Grade R, in order to increase their prospects of success in Grade 1. Teacher Development A total of 7 680 ECD practitioners are currently training in either ECD Level 1, 4 or 5 learnership programmes offered at each of the 6 Western Cape FET Colleges. 180 ECD practitioner assistants started their ECD Level 1 learnership training. 648 unemployed persons were beneficiaries of an ECD Practitioner Assistant’s programme and 8 additional persons were contracted as administrative support staff. The 10-month Level 1 training programme was provided by the FET Colleges. The WCED contracted a service provider to develop accredited Level 1 learning material. Resources / other support provided A financial management manual was compiled to support School Management Teams in the effective and efficient utilization of subsidy allocations. Head office and district officials monitored the utilization of subsidies at 150 public and ECD independent schools and this monitoring will be extended during the next fiscal year. The WCED has contributed to the draft integrated provincial strategy for Early Childhood Development in collaboration with the Departments of Health and Social Development. Key elements include the training of ECD practitioners, SGBs, caregivers, parents, principals of ECD sites, cooks and gardeners to ensure the effective management of these sites and improved service delivery for the benefit of the children from birth to four years old.


Programme 8: Auxiliary and Associated Services Purpose: To provide the education institutions as a whole with support

The Auxiliary and Associated Services programme comprises the following sub-programmes: Payments to SETA ○ to provide employee human resource development in accordance with the Skills Development Act Conditional grant projects ○ to provide for projects specified by the Department of Basic Education that are applicable to more than one

programme and funded from conditional grants External examinations ○ to provide for departmentally managed examination services Teacher training ○ to assist with the supply of qualified and competent educators for the teaching profession Strategic Objectives and indicators


► PPM801: Number of candidates for the Grade 12 senior certificate examinations (matric exams)

► PPM802: Number of candidates for the ABET NQF Level 4 examinations


ST801 Auxiliary and Associated Services - Key trends

2009/10 Actual

2010/11 Actual

2011/12 Target

2011/12 Actual

Payments by sub-programme (R’000)*

8.1 Payments to SETA 4 604 4 926 5,256 5,256 8.2 Conditional grant projects 14 626 14 440 16,388 14,088 8.3 External examinations 107 824 105 394 112,944 112,742 Total 127 054 124,760 134,588 132,086 Payments by economic classification (R’000)*

Current payment 122 277 118,936 126,156 123,902 Compensation of employees 72,886 77,839 76,184 76,184

Educators 30,611 30,968 53,826 53,826 Non-educators 42,275 46,871 22,358 22,358

Goods and services and other current 49 391 41,097 49,972 47,718 Transfers and subsidies 4 609 5 451 8,315 8,067 Payments for capital assets 168 373 117 117 Total 127 054 124 760 134,588 132,086

Staffing

Number of educators (publicly employed) 7 3 10 0

Number of non-educators 91 101 110 98


ST801 Auxiliary and Associated Services - Key trends (continued)

2009/10 Actual

2010/11 Actual

2011/12 Target

2011/12 Actual

►Programme performance measures*

► PPM801: Number of candidates for the Grade 12 senior certificate examinations (matric exams) 44 931 45 783 43 000 39 988

► PPM802: Number of candidates for the ABET NQF Level 4 examinations 1 527 1 783 2 000 3 338

Programme performance indicators *

►PPI 8.1. Number of bursaries awarded to deserving students, for four years of formal study at HEIs 120 137 200 168

*Explanations for the variances between targets and actuals are provided on the table below.


Programme Performance Measures, Strategic objectives and Indicators : Discussion of Variances ► PPM801: Number of candidates for the Grade 12 senior certificate examinations (matric exams) Baseline (actual output 2010/11): 45 783 Target: 43 000 Actual: 39 988 Discussion: The overall enrolment for Grade 12 was affected by the legislation that prevented learners below the age of 7 enrolling in Grade 1 in 1999. ► PPM802: Number of candidates for the ABET NQF Level 4 examinations Baseline (actual output 2010/11): 1 783 Target: 2 000 Actual: 3 338 Discussion: Target was exceeded. Programme Performance Indicators PPI 8.1. Number of bursaries awarded to deserving students, for four years of formal study at HEIs Baseline (actual output 2010/11): 137 Target: 200 Actual: 168 Discussion: There were not enough applicants who met the selection criteria.

Discussion Examinations The WCED manages and administers five major examinations annually in accordance with the relevant policies and regulations. These examinations are: i. National Senior Certificate examinations (October/November); ii. National Senior Certificate Supplementary examinations (February/March each year). iii. Senior Certificate examinations (May/June each year until 2014); iv. ABET Level 1-4 examinations (May/June) v. ABET Level 1-4 examinations (October/November)

In 2011, the Annual National Assessments were written in grades 1-6 and 9. These papers are set by the Department of Basic Education and supplied to provinces for administration.

Security of examinations is a key priority. All examination processes and procedures are managed in terms of the relevant legislation. School principals are trained to manage the examination process in such a way that no incidents occur that might jeopardise the integrity or security of the examination. All schools offering the National Senior Certificate complied with the instruction to appoint a member of the Senior Management Team as the chief invigilator for the 2011 National Senior Certificate examinations. In the past the invigilators were not teachers at the school but were externally appointed or community-based invigilators. The school-based invigilator was fully accountable for the 2011 examination with the community-based invigilator serving as a mentor. Fifty percent of the invigilators of the grade 12 examination were school based and the other 50% was community based for the first time in the Western Cape. Extensive training was conducted with the invigilators in 2011 with training provided to chief invigilators and principals by Head Office officials.

The National Senior Certificate examination requires the management of approximately 420 examination centres, the appointment of 3 500 markers and the marking of approximately 800 000 answer scripts over an 8 day period.


Competency tests were conducted for prospective markers in seven subjects during 2011 in an initiative to ensure improved marking. The subjects in which competency tests were written were Accounting, Business Studies, Geography, History, Life Sciences, Mathematics and Physical Sciences. Evidence of improved efficiency was noted in the reduction of marker error noted in the re-mark process.

No major irregularities impacting on the integrity of the examination occurred.

At an award ceremony in January 2012, awards and certificates were given to 45 candidates and to 52 schools for excellence or improvement in specified award categories.

Bursaries

To increase the number of qualified Mathematics and Science Educators, the WCED provided 109 pre- service bursaries as a focus for 2011 as follows: 19 Foundation Phase, 54 Intermediate and Senior Phase and 36 FET students. There were 31 WCED bursary holders who completed their studies in December 2011.

In January 2012, an additional 90 bursars were added, bringing the total up to 168.

Pre-service bursaries are now funded under Programme 2, where other bursary information is listed. It is reported here to correspond with the target set in the Annual Performance Plan of 2011/12.


Part 3 – Annual Financial Statements

Report by the Audit Committee .............................................................................................................................. 95

Report of the Accounting Officer ............................................................................................................................ 98

Report of the Auditor-General .............................................................................................................................. 109

Appropriation statement ....................................................................................................................................... 116

Notes to the appropriation statement ................................................................................................................... 126

Statement of financial performance ...................................................................................................................... 128

Statement of financial position .............................................................................................................................. 129

Statement of changes in net assets ..................................................................................................................... 130

Cash flow statement ............................................................................................................................................. 131

Statement of accounting policies .......................................................................................................................... 132

Notes to the annual financial statements .............................................................................................................. 141

Disclosure notes to the annual financial statements ............................................................................................. 150

Annexures (unaudited supplementary schedules) ................................................................................................ 166

VOTE 5 REPORT OF THE AUDIT COMMITTEE

for the year ended 31 March 2012


1. Report of the Audit Committee The Audit Committee (hereafter: the Committee) is pleased to present its report for the financial year ending 31 March 2012. 2. Audit committee members and attendance The Committee consists of the following independent members from which the chairperson is appointed. All members are suitably skilled and experienced and collectively have sufficient qualifications and experience to fulfil their duties. The Committee is required to meet a minimum of four times per annum in terms of its approved terms of reference. During the year six meetings were held.

Member Comment Number of meetings attended

Ms Z Abrams Member appointed for three-year term with effect from 1 January 2011 6

Prof E Calitz Member appointed for three-year term with effect from 1 January 2010; Chairperson 6

Mr RI Kingwill Member appointed for three-year term with effect from 1 January 2011. 6 Mr L Mdunyelwa Member reappointed for second three-year term with effect from 1 October 2011. 5 Mr L Nene Member appointed for three-year term with effect from 01 April 2011. 5

Apologies were tendered and accepted for meetings not attended. A quorum of members was present at all meetings. 3. Audit Committee responsibility The Committee reports that it has complied with its responsibilities arising from section 38(1)(a) of the PFMA and Treasury Regulation 3.1. The Committee also reports that it has adopted appropriate formal terms of reference as its Audit Committee Charter, has regulated its affairs in compliance with this charter and has discharged all its responsibilities as contained therein. 4. The effectiveness of internal control In line with the PFMA and the King III Report on Corporate Governance requirements, Internal Audit provides the Committee and Management with assurance that the internal controls are adequate and effective. This is achieved by a risk-based Internal Audit Plan, Internal Audit assessing the adequacy of controls mitigating the risks and the Committee monitoring implementation of corrective action. The Committee has reviewed the reports of the Internal Auditors, the Auditor General’s report on the Annual Financial statements and the management report. The Committee noted the deficiencies in the system of internal control raised in these reports and continues to monitor the implementation of corrective actions.




4.1 Areas highlighted by Internal Audit for improvement During the year, key control deficiencies were noted by Internal Audit in the following areas: � Labour Unrest Contingency Planning � Examinations Administration � Transfer payments � Interim Financial Statements � Debtor Management.

Corrective actions have been agreed by management and are being monitored by the Committee. 4.2 The quality of in-year-monitoring and monthly/quarterly progress reports submitted in terms of

the Public Finance Management Act (PFMA) and the Division of Revenue Act The Committee reviewed the Department’s in-year monitoring (IYM) and quarterly performance report (QPR) submissions and these have complied with the requirements of the PFMA and Division of Revenue Act as appropriate. Recommendations made to the Department are followed up at subsequent reviews. The quarterly reports for the first three quarters have been tabled at Committee meetings during the year. Areas for improvement relating to predetermined objectives recommended by the Auditor General will be monitored on a quarterly basis. 4.3 Enterprise Risk Management (ERM) During the year further progress has been made with the roll out of Enterprise Wide Risk management (ERM) and the alignment to the key risks of the Department. The Committee will monitor further progress on a quarterly basis in pursuit of a combined assurance approach.

5. Evaluation of Financial Statements The Committee has:

� reviewed and discussed the audited Annual Financial Statements to be included in the Annual Report, with

the Auditor-General and the Accounting Officer; � reviewed the Auditor-General’s Management Report and Management’s response thereto; � reviewed changes to accounting policies and practices as reported in the Annual Financial Statements; � reviewed the Department’s processes for compliance with legal and regulatory provisions; � reviewed the information on predetermined objectives as reported in the annual report; � reviewed adjustments resulting from the audit; and � reviewed and where appropriate recommended changes to the interim financial statements as presented by

the Department for the six months ending 30 September 2011.




The Committee concurs with and accepts the Auditor-General’s conclusions regarding the Annual Financial Statements. The Committee accepts the finding of non-compliance of the asset register with Treasury regulations on account of the changed accounting policy in respect of mobile classrooms, but also notes that the Department did not receive any audit finding of non-compliance when applying the previous accounting policy, which required full expensing of such assets during the year of acquisition. The Committee notes the Auditor General’s comments on the effectiveness of the Committee’s oversight role and is in discussion to get a clearer understanding of the Auditor-General’s expectations. Over and above this the Committee proposes that the audited Annual Financial Statements be accepted and read together with the report of the Auditor-General. Based on the review and discussions referred to in the preceding paragraphs, the Committee recommended that the audited financial statements be included in the Department’s Annual Report for the fiscal year ended March 31, 2012. The Department has submitted an action plan to deal with the shortcomings underlying the qualified audit and the Committee will closely monitor the implementation thereof. 6. Internal audit The Committee reports that four of the seven planned areas of the approved Internal Audit plan were tabled as at 31 March 2012. Of the remaining reports, two were tabled after year end and the balance was carried over into the next reporting cycle. As reported in the previous year, the Committee is of the view that further audit coverage is required and that there is a need for additional capacity to support the increased coverage of further high risk areas. 7. Auditor-General South Africa The Committee has met with the Auditor-General South Africa to ensure that there are no unresolved issues that emanated from the regulatory audit. Corrective actions on the detailed findings emanating from the current regulatory audit will be monitored by the Committee on a quarterly basis. 8. Appreciation The Committee wishes to express its appreciation to the officials of the Department, the Auditor-General South Africa and the Internal Audit Unit for the co-operation and information they have provided to enable us to compile this report.

Estian Calitz Chairperson Audit Committee Western Cape Education Department 14 August 2012

VOTE 5 REPORT OF THE ACCOUNTING OFFICER



Report by the Accounting Officer to the Executive Authority and Provincial Legislature of the Republic of South Africa. 1. General review of the state of financial affairs

The WCED faced financial pressure in the period under review mainly as a result of the increase in the salary bill through inflation adjustments. This resulted in a careful review of priorities. By issuing five vacancy lists and reducing the backlog on the PILIR cases, efficiency was brought about. The department also reviewed the projects it was managing and considered their impact on education outcomes. This was all done to consider its contribution to improved learning and teaching. The beginning of the 2012 school year has seen an increase in learner numbers. This has placed additional financial burden on the department’s resources. The Department will continue allocating funds to its priority items, namely, infrastructure, textbooks and personnel and in line with the strategic objectives set by the department three years ago. Given the general state of the economy, Western Cape national quintile 4 and 5 schools continue to face financial pressure due to inflation and other economic conditions. The Department wrote off certain debt owed by selected schools to enable them to meet their short term obligations. The policy relating to the compensation for fee exemption was also implemented, which enabled quintile 4 and 5 schools to recover some of the costs incurred. The bulk buying of textbooks for certain grades also assisted schools to reduce certain cost pressures. The Department spent 99,9% of the adjusted budget. The target set by Provincial Treasury is that departments should not under or overspend by 1%. The under-expenditure amounted to R15,9 million. Reasons for under-spending are as follows:

R804 000 for the National School Nutrition Programme conditional grant. The amount is committed for

fresh fruit and vegetables that were supplied during the month of March 2012, but invoices were not submitted in time for payment.

An amount of R6.914 million for capital projects that could not be completed before the end of the

financial year. These funds are committed on the existing project for Education District Central office accommodation.

R2.292 million for LTSM (textbooks) due to outstanding invoices received late and not captured on

BAS before 31 March 2012. It should be noted that these are all committed projects and a request for roll-over of those funds was

submitted to Provincial Treasury.




Virement: Provincial Treasury approved the following virements between main divisions in the Vote: Shifting of R25 099 000 from programme 1 to programme 2 for urgent maintenance and LTSM needs at public schools. Shifting of R13 718 000 from programme 4 to programme 2 for expansion classrooms and urgent school furniture and equipment needs at public schools. Shifting of R821 000 from programme 6 to programme 2 for urgent maintenance needs at public schools. Shifting of R7 680 000 from programme 7 to programme 2 for expansion classrooms needs at public schools. Shifting of R922 000 from programme 8 to programme 2 for urgent maintenance needs at public schools.

2. Service rendered by the department 2.1 Tariff policy

The Department charges fees for examination related services such as marking of scripts, copy requests of senior certificates etc., which tariffs are determined by the Department of Basic Education.

2.2 Free Services

The department does not render any service, which could have yielded significant revenue. 2.3 Inventories

The inventory that existed at year-end consisted of Work-in-progress (WIP) that related to construction contracts. Work-in-progress is defined as those construction contracts for which services have been rendered, however, retention funds are still to be paid, as agreed to the supplier in terms of contractual obligations. The amount for WIP is R555,9 million for the year under review.

3. Capacity constraints

Schools are facing challenges in finding appropriately skilled and properly qualified staff for certain subjects. Subjects like mathematics and science are facing critical shortages. The Department has a bursary scheme that partially addresses the challenge. However, the Department of Basic Education is also investigating possible solutions. The department has a telematics broadcast programme to assist Grade 12 learners in critical subjects. The placement of Fundza Lushaka bursary holders, who do possess those skills, is receiving renewed focus. The department has developed a Mathematics and Science strategy, which could assist.




4. Utilisation of donor funds

The Department did not receive any significant donor funds. 5. Trading entities and public entities

The Department does not have any such entities. 6. Organisations to who transfer payments have been made

A list of entities to which transfer payments are made are reported in annexure 1A - D of the Annual Financial Statements.

Transfer payments are made to educational institutions in terms of the relevant Acts of Parliament that govern them. For example, transfer payments are made to public ordinary schools for norms and standards as set out in terms of the South African Schools Act. Please refer to annexure 1B of the annual financial statements for a more detailed explanation for each type of entity.

The Department strictly applies Section 38(1)(j) of the PFMA where entities that receive transfer payments have to prove that they are spending the funds for the intended purpose. Here the relevant entities have to declare and sign a certificate, before the next transfer payments are effected. Then in terms of the relevant act pertaining to that entity they are also responsible to submit their audited financial statements by a due date for review and compliance. The Education district offices pay particular attention to capacity building at school level and provide on-going support. This process is being monitored on an on-going basis.

7. Public private partnerships (PPP)

The Department has not entered into any such arrangement. 8. Corporate governance arrangements

Consistent with the King III report, the internal audit unit follows a risk-based approach to assist management in achieving departmental objectives. A risk-based approach requires coverage of all significant risks, but is not limited to focusing on operational and strategic risks. The strategic risk assessment was concluded and received management’s attention. An Operational Risk Assessment was concluded. The Department has an Audit Committee, which consists of independent members. It is currently in its eighth year of operation. The Audit Committee meets regularly and constantly engages with top management and the Executive Authority. The internal audit function, the office of the Auditor-General and the Forensic Investigative Unit report directly to the Audit Committee as assurance providers.




The Department has an Enterprise Risk Assessment Unit. The Department has an Enterprise Risk Management committee consisting of the Head of the Department and deputy director-generals. They meet at least on a quarterly basis to consider the risks facing the department and devise mitigating strategies. Operational risks are also reviewed at the same time. The Department developed a Risk Policy framework in conjunction with Provincial Treasury. The risk policy will unfold into a fraud risk assessment policy. The department has a fraud prevention plan. Senior management has to complete and submit a declaration of ‘No conflict of Interest’ annually or as circumstances change. All bid committee members and all staff in Supply Chain Management are required to declare any conflict of interest. The Department requires all bidders to declare potential relationships with the employer or employees. The Audit Committee members also have to submit a declaration of ‘No conflict of Interest’. Safety of learners and educators at schools is a major challenge and the Department has formed partnerships with other relevant provincial departments to deal with the issue. Community involvement remains a key aspect in the fight against violence that affects some of our high risk schools. The Department also has CCTV cameras in certain schools to enable school principals to monitor activity.

9. Discontinued activities/activities to be discontinued None

10. New/proposed activities None

11. Asset management

The Department has achieved all the milestones laid out in the Asset Management reforms. The asset verification process is undertaken bi-annually to ensure continuous improvement. All assets have been captured on the asset register and the state/condition of each asset has been recorded.

12. Events after the reporting date

None 13. Performance information

Performance information is recorded on a quarterly basis and submitted to Provincial Treasury. To improve accountability and transparency, the Department developed its own indicators in addition to those that are required by National Treasury. These are monitored regularly. However, the majority are annual targets.

The systems in place are mainly the Central Education Management Information System (CEMIS) to provide learner data and PERSAL to provide personnel numbers and expenditure. The Basic Accounting System (BAS) is used to provide expenditure and revenue data.




14. SCOPA resolutions

The SCOPA resolutions for the financial year as tabled.

Reference to previous audit

report and SCOPA resolutions

Subject Findings on progress

SCOPA Report dated 25 March 2010

The Department may have to account for write-offs in terms of alleged fruitless and wasteful expenditure relating to infrastructure projects. The ultimate outcome of the matter cannot currently be determined, and no provision for any fruitless and wasteful expenditure that may result has been made in the financial statements. The loss due to the cancellation of the contracts is considered as fruitless and wasteful expenditure.

The WCED accepts the committee’s recommendations. The Department has included a note in the financial statements to the effect that an amount of R1,75 million has been identified as possible fruitless and wasteful expenditure. This is subject to finalisation.

Difficulties were experienced during the audit concerning delays or the unavailability of requested information. This is indicative of a situation where there is a lack of on-going monitoring and supervision as well as a lack of effective control activities surrounding the availability of expected information. Contract and or tender documentation could be misplaced and a payment could be made that is not in line with the requirements of the contracts or bid information or tender documentation.

The WCED accepts the committee’s recommendations. The Department has implemented controls surrounding the collection of source documentation, which is also monitored on a monthly basis.

SCOPA resolutions have not been substantially implemented. If corrective actions is not taken in terms of SCOPA resolutions a reoccurrence of past errors and practices is more likely.

The WCED accepts the committee’s recommendations. The Department made significant progress in this regard.

SCOPA report dated 30 June 2011

The delays in the delivery of infrastructure must be investigated and addressed as soon as possible.

The WCED accepts the committee’s recommendations. The department did improve its processes around infrastructure planning to avoid delays.

Issue of employees doing business with WC government must be addressed and finalised as matter of urgency to avoid any recurrence of this in the future.

The WCED accepts the committee’s recommendations







Access to the server room should be restricted, for example by the installation of a swipe card facility. Magnetic card locks should also be installed in data centre doors to limit access, as well as cameras to monitor personnel entering the server room. All data should be backed up on a daily, weekly and monthly basis. Backups should be tested periodically to determine whether the backup data is functional.


User forms for adding users should specify the required and approved user rights. The WCED accepts the committee’s

recommendations. The department did strengthen some of the controls.

Standardised logical security settings should be implemented on the network and other relevant applications.

A backup log should be maintained for all backups performed for the database servers that are housed at SITA Western Cape. The log should include the backup restoration and testing that is periodically performed and should be reviewed independently and evidence thereof should be maintained.

SCOPA report dated 9 March 2012

The internal control systems and project management of the Department be improved;


It is pleased with the decrease in the overall vacancy rate; however, it expressed its concern on the vacant positions in senior management, for an example, the DDG: Corporate Services which was only re-evaluated in November 2011. There are also vacancies and lack of skills in the Finance Department. The Department needs to take the filling of vacancies very seriously as it impacts on service delivery;


Due to the ineffectiveness of monitoring leave administration, the Committee resolved that there must be a reliable system in place to monitor leave taken and/or leave encashment so as to prevent employees from taking any form of leave, (annual leave, sick leave, family responsibility leave, etc.) without following the policy procedures ;








The Department gets the information from the Auditor General on the investigation of the Advisory Service to the Minister of Education and that the information be provided to the Committee;


The Department must implement tight procedures pertaining to Supply Chain Management;


The requirements of the Preferential Procurement Policy Framework Act (PPPFA) be applied;


Due to the Financial Management Improvements Plan not addressing the root cause of the internal control deficiencies identified in the 2009/2010 financial year; the Committee calls on the Department to revise the Financial Management Improvement Plan as a matter of urgency;


The Department adheres to the Committee request and provides the Committee with the five internal audit reports, especially the Learner Transport report, without delay;


Four Material misstatements were corrected during the audit process.

The WCED accepts the committee’s recommendations.

The Department failed to identify the irregular expenditure of R14.6 million, which was due to inadequate processes. This error was only detected during the audit process;

The Capital expenditure of R38 338 000 was due to reclassification of information which was included in the financial statements;

The Capital commitments of R1,6 bn as a result of inadequate procedures to review information included in the financial statements and this was detected during the audit process.

The Department must have the processes in place to prevent the above from occurring in the future.







Awards made to Suppliers were not based on preference points that were allocated and calculated in accordance with the requirements of the Preferential Procurement Policy Framework Act, 2000 (Act No. 5 of 2000) and its regulations and National Treasury Instruction Note of 15 September 2010. The Committee resolved that there must be a process in place to control the access of suppliers who do not meet the required PPPFA.

The delays in construction of classrooms; The WCED accepts the committee’s recommendations

The computer services costs which increased dramatically in a period of a year.


15. Prior modifications to audit reports

The department has successfully implemented a system of addressing the concerns and findings of the Auditor-General. The responsible managers are required to develop a plan of action, which is evaluated by a committee. Once the process of quality assurance is completed, implementation thereof is monitored. The progress in this regard is also reported to the Audit Committee.

Nature of non-compliance Financial year in which it first arose

Progress made in clearing/resolving the matter

Monitoring of other remunerative work by employees

2010/11 All tenders above R500 000 are checked to ensure no employees are involved. The Department has also drafted a policy.

Procurement and contract management

2010/11 The Department implemented the electronic Sourcelink procurement system to ensure compliance.

16. Exemptions and deviations received from the National Treasury

In terms of section 79 of the PFMA, the National Treasury approved a departure from the disclosure of amortisation tables for finance lease expenditure in respect of GG vehicles as required in terms of the Departmental Reporting Framework Guide. Steps are being implemented to ensure full disclosure of GG vehicle expenditure as finance leases, including amortisation tables, for the 2012/13 financial year.

In terms of section 66 of the PFMA, read with National Treasury Practice Note 5 of 2006/07, the Minister of Finance, Economic Development and Tourism in the Western Cape has granted approval for all finance lease commitments in respect of GG vehicle expenditure that has been entered into or will be entered into that exceeds 60 months.




17. Interim Financial Statements

The Department prepared interim financial statements as required by Provincial Treasury. These interim statements were reviewed by the Provincial Treasury and the WCED made adjustments where these were considered appropriate.

18. Other

None 19. Infrastructure matters: Magqwaka case

The Department had on-going discussions with the Department of Transport and Public Works concerning the Magqwaka case. The WCED is awaiting the final results of the legal process to account for any expenditure that may result from this.

20. Response to Audit Opinion

The Western Cape Education Department (WCED) has received a negative audit outcome after five years of unqualified audits. The WCED acknowledges the outcomes of the audit and will take the appropriate course of action to strengthen our systems. The qualification in the audit finding is because the WCED has an incomplete asset register for mobile classrooms. This is the first time the department had to account for such an asset register. In ideal circumstances the department should have an asset register of mobile classrooms, clearly spelling out the definitions of what counts as a mobile classroom and systems in place for identification and control over movement of units. This should also be audited by internal audit to ensure all the necessary controls are adequate.

The Audit also found examples of non-compliance relating to SCM rules and regulations.

Plans to address audit findings Mobile classrooms

During July 2012 the WCED conducted a comprehensive count of mobile units using an agreed definition. In the next two months the following steps will be taken:

1) Criteria will be developed defining when the unit is considered permanent and whether it is a

mobile classroom. A system will be devised to separate mobile Grade R classrooms, kitchen units and library units.




2) Supply asset management will draw up a project plan, defining the scope and length of the project to count and verify units. This could include bar coding those units. The project plan will be complete by 10 August and the plan completed by end September 2012.

3) The WCED will devise a tracking system for when units are moved. 4) The WCED will also account for those units purchased by DTPW and treat them according to the

NT guidelines. 5) Those units purchased by SGBs will need to be reflected on schools’ asset registers and the district

offices will be requested to assist in this regard. 6) Detailed source documentation of each transaction in the asset register will form part of the

reconciliation performed. 7) Agreement to be reached with DTPW as to units considered as permanent and also what role

WCED will play. This will be included in the Service Delivery Agreement with DTPW. 8) Internal audit will be considered in the process to sign off as well as the AGSA in respect of

process and procedures followed by the department. 9) The WCED will also request AGSA to do an interim audit to ensure that problems that could arise,

be dealt with timeously. 10) The above process will be completed by 30 October 2012.

SCM – non-compliance

The AGSA identified non-compliance relating to SCM rules and regulations. The AGSA identified the period of non-compliance prior to the implementation of Source-link in December 2011. There are no identified issues since the implementation of Source-link.

Therefore to correct the situation the following actions are suggested: 1) Development of a policy on irregular expenditure based on the recently issued National Treasury

list of types of irregular expenditure. 2) A circular to all staff members will be issued with the list of irregular expenditure. 3) Each director to identify a key staff member to take responsibility for SCM and to attend a

workshop on training on latest SCM requirements. This person will be the only one responsible for procurement for each directorate.

4) Review the SCM structure of directorate Infrastructure and districts to ensure they support proper recording of transactions.

5) Training by SCM would be an important element in the prevention of Irregular and Fruitless and Wasteful expenditure.

6) The SCM should consider issuing templates to assist staff, as SCM regulations are becoming complex. PT has already issued SCM templates and the implementation date is scheduled for end of September 2012.

7) The use of schools to potentially circumvent the SCM regulations will to be stopped.




8) There should also be a workshop by SCM or officials by PT on housekeeping matters as the AGSA testing focuses on source documentation.

9) Internal audit has already included irregular expenditure in the audit plan for 2012/13, therefore the reporting mechanisms should be strengthened in those areas not covered above. The recommendations that follow from such a report will be implemented immediately.

10) At year end all SMS members to sign certificates in respect of irregular and fruitless and wasteful expenditure for their budget.

11) The WCED will set up a high-level Internal Control Unit by end August 2012. The Control Unit will train and provide support to the SCM official in each directorate.

12) All documentation in respect of Source-link will be verified by the Internal Control Unit. 13) The WCED will consider requesting the AGSA to do interim testing of irregular expenditure to

prevent challenges at year end.

Regular feedback will be given to the Minister and the Audit Committee in respect of progress regarding the course of action.

21. Approval

The Annual Financial Statements set out on pages 116 to 173 have been approved by the Accounting Officer.

PA Vinjevold Superintendent-General Date: 31 August 2012

VOTE 5 REPORT OF THE AUDITOR-GENERAL



REPORT OF THE AUDITOR-GENERAL TO THE WESTERN CAPE PROVINCIAL PARLIAMENT ON VOTE NO.5: WESTERN CAPE EDUCATION DEPARTMENT REPORT ON THE FINANCIAL STATEMENTS Introduction 1. I have audited the financial statements of the Western Cape Education Department (WCED) as set out on

pages 116 to 173 which comprise the appropriation statement, the statement of financial position as at 31 March 2012, the statement of financial performance, statement of changes in net assets, the cash flow statement for the year then ended, and the notes, comprising a summary of significant accounting policies and other explanatory information.

Accounting officer’s responsibility for the financial statements 2. The accounting officer is responsible for the preparation of these financial statements in accordance with

the Departmental financial reporting framework as prescribed by the National Treasury and the requirements of the Public Finance Management Act of South Africa, 1999 (Act No. 1 of 1999) (PFMA) and Division of Revenue Act of South Africa, 2011 (Act No. 6 of 2011) (DoRA), and for such internal control as the accounting officer determines is necessary to enable the preparation of financial statements that are free from material misstatement, whether due to fraud or error.

Auditor-General’s responsibility

3. My responsibility is to express an opinion on these financial statements based on my audit. I conducted my audit in accordance with the Public Audit Act of South Africa, 2004 (Act No. 25 of 2004) (PAA), the General Notice issued in terms thereof and International Standards on Auditing. Those standards require that I comply with ethical requirements and plan and perform the audit to obtain reasonable assurance about whether the financial statements are free from material misstatement.

4. An audit involves performing procedures to obtain audit evidence about the amounts and disclosures in the financial statements. The procedures selected depend on the auditor’s judgement, including the assessment of the risks of material misstatement of the financial statements, whether due to fraud or error. In making those risk assessments, the auditor considers internal control relevant to the entity’s preparation of the financial statements in order to design audit procedures that are appropriate in the circumstances, but not for the purpose of expressing an opinion on the effectiveness of the entity’s internal control. An audit also includes evaluating the appropriateness of accounting policies used and the reasonableness of accounting estimates made by management, as well as evaluating the overall presentation of the financial statements.

5. I believe that the audit evidence I have obtained is sufficient and appropriate to provide a basis for my

qualified audit opinion.




Basis for qualified opinion Tangible movable assets 6. The department did not have adequate systems in place over the recording of mobile units, as reflected in

note 29 to the financial statements, on which I could rely. The department’s records did not permit the application of adequate alternative procedures regarding mobile units. Consequently, I was unable to obtain sufficient appropriate evidence to satisfy myself as to its existence, valuation and completeness of mobile units amounting to R56 million.

Qualified opinion

7. In my opinion, except for the possible effect of the matter described in the Basis for qualified opinion paragraph, the financial statements present fairly, in all material respects, the financial position of the Western Cape Education Department as at 31 March 2012 and its financial performance and cash flows for the year then ended, in accordance with the Departmental financial reporting framework as prescribed by the National Treasury and the requirements of the PFMA and DoRA.

Emphasis of matter

8. I draw attention to the matters below. My opinion is not modified in respect of these matters. Significant uncertainties 9. With reference to note 18 to the financial statements the department has an obligation to settle schools

municipal accounts that have not been settled by the schools. The department is unable to determine the exact amount of liability settled during the year or still to be settled as some accounts are settled by the schools directly. Each case is examined individually and no provision for any liability that may result has been made in the financial statements.

Restatement of corresponding figures

10. As disclosed in note 29 to the financial statements, the corresponding figures for 31 March 2011 have been restated as a result of an error discovered during the current financial year relating to mobile units which were previously not accounted for in the department’s financial statements in the department’s asset register which were previously not accounted for in the financial statements of the department.

Material Impairments

11. The department has receivables relating to staff as well as other debts totalling R71 million at 31 March 2012 as disclosed in note 28 to the financial statements, which had been outstanding for more than three years. The recoverability of these amounts is doubtful.




Irregular expenditure

12. As disclosed in note 25 to the financial statements, the irregular expenditure of R52 million identified is understated as the full extent of the irregularities is still in the process of being determined.

Additional matters

13. I draw attention to the matters below. My opinion is not modified in respect of these matters.

Unaudited supplementary schedules

14. The supplementary information set out on pages 166 to 173 does not form part of the financial statements and is presented as additional information. I have not audited these schedules and, accordingly do not express an opinion thereon.

Financial reporting framework

15. The financial reporting framework prescribed by the National Treasury and applied by the department is a compliance framework. The wording of my opinion on a compliance framework should reflect that the financial statements have been prepared in accordance with this framework and not that they “present fairly”. Section 20(2)(a) of the PAA, however, requires me to express an opinion on the fair presentation of the financial statements. The wording of my opinion therefor reflects this requirement.

REPORT ON OTHER LEGAL AND REGULATORY REQUIREMENTS

16. In accordance with the PAA and the General Notice issued in terms thereof, I report the following findings relevant to performance against predetermined objectives, compliance with laws and regulations and internal control, but not for the purpose of expressing an opinion.

Predetermined objectives

17. I performed procedures to obtain evidence about the usefulness and reliability of the information in the annual performance report as set out on pages 6 to 93 of the annual report.

18. The reported performance against predetermined objectives was evaluated against the overall criteria of usefulness and reliability. The usefulness of information in the annual performance report relates to whether it is presented in accordance with the National Treasury annual reporting principles and whether the reported performance is consistent with the planned objectives. The usefulness of information further relates to whether indicators and targets are measurable (i.e. well defined, verifiable, specific, measurable and time bound) and relevant as required by the National Treasury Framework for managing programme performance information.




19. The reliability of the information in respect of the selected programmes is assessed to determine whether it adequately reflects the facts (i.e. whether it is valid, accurate and complete).

20. There were no material findings on the annual performance report concerning the usefulness and reliability of the information.

Additional matter

21. Although no material findings concerning the usefulness and reliability of the performance information

were identified in the annual performance report, I draw attention to the following matter below. Achievement of planned targets 22. Of the total number of planned targets, only 42 were achieved during the year under review. This

represents 34% of total planned targets that were not achieved during the year under review.

23. This was mainly due to the fact that indicators and targets were not suitably developed during the strategic planning process and as a result of the department not considering relevant systems and evidential requirements during the annual strategic planning process.

Compliance with laws and regulations

24. I performed procedures to obtain evidence that the entity has complied with applicable laws and

regulations regarding financial matters, financial management and other related matters. My findings on material non-compliance with specific matters in key applicable laws and regulations as set out in the General Notice issued in terms of the PAA are as follows:

Annual financial statements, performance and annual reports

25. The financial statements submitted for auditing were not prepared in all material respects in accordance with the requirements of section 40(1) of the PFMA. Material misstatements identified by the auditors were not adequately corrected, which resulted in the department receiving a qualified audit opinion.

Assets and liabilities

26. Proper control systems to safeguard and maintain assets were not implemented, as required by section 38(1)(d) of the Public Finance Management Act and Treasury Regulation 10.1.1(a).

Procurement and contract management

27. Goods and services with a transaction value below R500 000 were procured without obtaining the required price quotations, as required by Treasury Regulation 16A6.1.




28. Contracts and quotations were awarded to suppliers whose tax matters had not been declared by the South African Revenue Services to be in order as required by Treasury Regulations 16A9.1(d) and the Preferential Procurement Regulations.

29. The preference point system was not applied in all procurement of goods and services above R30 000 as

required by section 2(a) of the Preferential Procurement Policy Framework Act and Treasury Regulations 16A6.3(b).

30. Contracts and quotations were awarded to bidders who did not submit a declaration on whether they are

employed by the state or connected to any person employed by the state, which is prescribed in order to comply with Treasury regulation 16A8.3.

31. Employees of the department performed remunerative work outside their employment in the department

without the written permission form the relevant authority as required by section 30 of the Public Service Act and section 33(1) of the Employment of Educators Act.

32. Persons in service of the department who had a private or business interest in contracts awarded by the

department failed to disclose such an interest, as required by Treasury Regulation 16A8.4 and/or Public Service Regulation 3C.

33. Persons in service of the department whose close family members, partners or associates had a private or

business interest in contracts awarded by the department failed to disclose such interest, as required by Treasury Regulation 16A8.4.

34. A proper evaluation of major capital projects were not done prior to a final decision on the project as per

the requirements of section 38(1)(a) of the PFMA.

Expenditure management

35. The accounting officer did not take effective steps to prevent irregular expenditure, as required by section 38(1)(c)(ii) of the Public Finance Management Act and Treasury Regulation 9.1.1.

36. Sufficient appropriate audit evidence could not be obtained that effective and appropriate disciplinary steps were taken against officials who made and or permitted irregular expenditure particularly relating to irregular expenditure identified in the previous financial year as required by section 38(h)(iii) of the Public Finance Management Act and Treasury Regulations 9.1.3.

Revenue management

37. The accounting officer did not take effective and appropriate steps to collect all money due, as required by

section 38(1)(c)(i) of the Public Finance Management Act and Treasury Regulations 11.2.1 and 15.10.1.2(a) & (e).




Service delivery Technical Secondary Schools Re-capitalisation grant

38. Other than those technical schools that demonstrated the capacity, systems and controls to manage the

procurement process, the procurement process was not managed provincially, as required by the Division of Revenue Grant Framework, Gazette No. 34280.

Internal control 39. I considered internal control relevant to my audit of the financial statements, the report on pre-determined

objectives and compliance with laws and regulations. The matters reported below under the fundamentals of internal control are limited to the significant deficiencies that resulted in the basis for qualified opinion and the findings on compliance with laws and regulations included in this report.

Leadership

40. The accounting officer did not adequately exercise oversight responsibility throughout the financial year to ensure accurate and complete financial statements. This is evident by the extent of sufficient appropriate audit evidence relating to mobile units that could not be timeously presented for audit purposes, the material misstatements in the financial statements as well as non-compliance with procurement and contract management regulations, expenditure management, revenue management and conditional grants.

Financial and performance management

41. The financial management improvement plan prepared by the department on the findings of the audit of the 2010-11 financial year should have been prepared in such a manner that it would ensure improvement. The improvement plan, however, proved to be insufficient to address the internal control deficiencies identified resulting in inefficient monitoring and review over financial information and compliance to laws and regulations and thereby resulting in a modification of the audit opinion and significant non-compliance with laws and regulations.

42. There was a lack of review and monitoring by management at the district offices to ensure that controls over monthly reconciling of transactions are implemented. The risks arising from the accounting for mobile units was not adequately addressed in a timely manner to ensure the compilation of an accurate and complete asset register.

43. There was also a lack of monitoring controls and adequate follow up over outstanding debtors resulting in

an understatement of the provision which resulted in a material adjustment to the financial statements.




OTHER REPORTS Investigations 44. Twenty two cases relating to alleged financial irregularities, corruption and human resource irregularities

were closed during the current financial year.

45. Nineteen instances were reported in the current financial year relating to non-compliance with supply chain regulations; these are currently under investigation at the date of this report. Twenty six other cases relating to alleged financial irregularities, corruption and human resource irregularities were also reported during the current financial year and are still in process at the date of this report.

Performance audits Readiness of government to report on performance

46. During the year under review a performance audit was conducted on the Readiness of Government to

report on its performance. The focus of the audit is on how government institutions are guided and assisted to report on their performance, as well as the systems and processes that they have put in place. The audit is currently in the reporting phase and the findings will be reported on in a separate report.

Performance audit on Early Childhood Development – Grade R

47. During the year under review a performance audit of the Early Childhood Development (ECD) programme was conducted. The audit focused on the economic, efficient and effective use of resources in the ECD programme. The audit is currently in the reporting phase and the findings will be reported on in a separate report.

Cape Town 31 July 2012

VOTE 5 APPROPRIATION STATEMENT



AdjustedAppropriation

Shifting of Funds Virement Final

AppropriationActual

Expenditure Variance Expenditure as

% of final appropriation

FinalAppropriation

ActualExpenditure

R'000 R'000 R'000 R'000 R'000 R'000 % R'000 R'0001. Administration

Current payment 431,447 (7,965) (25,099) 398,383 398,383 - 100.0 382,242 368,096 Transfers and subsidies 68,542 28,499 - 97,041 97,041 - 100.0 118,761 118,653 Payment for capital assets 53,236 (18,664) - 34,572 34,572 - 100.0 9,830 9,830 Payment for financial assets 3,912 (1,870) - 2,042 2,042 - 100.0 995 995

557,137 - (25,099) 532,038 532,038 - - 511,828 497,574 2. Public Ordinary School Education

Current payment 9,750,389 (68,121) 3,318 9,685,586 9,682,428 3,158 100.0 8,848,337 8,844,794 Transfers and subsidies 571,756 56,250 29,226 657,232 657,188 44 100.0 531,258 531,258 Payment for capital assets 536,047 11,871 15,696 563,614 556,700 6,914 98.8 344,997 344,997

10,858,192 - 48,240 10,906,432 10,896,316 10,116 - 9,724,592 9,721,049 3. Independent School Subsidies

Transfers and subsidies 64,188 - - 64,188 63,554 634 99.0 59,709 59,696 64,188 - - 64,188 63,554 634 - 59,709 59,696

4. Public Special School Education

Current payment 645,699 (17,611) (5,593) 622,495 622,495 - 100.0 559,238 557,233 Transfers and subsidies 114,676 14,787 - 129,463 129,463 - 100.0 130,511 128,680 Payment for capital assets 44,684 2,824 (8,125) 39,383 39,383 - 100.0 41,733 41,733

805,059 - (13,718) 791,341 791,341 - - 731,482 727,646 5. Further Education and Training

Current payment 267,365 (7,800) - 259,565 259,553 12 100.0 251,757 251,685 Transfers and subsidies 267,306 7,800 - 275,106 275,106 - 100.0 195,286 195,286

534,671 - - 534,671 534,659 12 - 447,043 446,971 6. Adult Basic Education and Training

Current payment 9,003 (2,332) (821) 5,850 5,850 - 100.0 7,165 7,165 Transfers and subsidies 24,916 2,332 - 27,248 27,248 - 100.0 24,987 24,987

33,919 - (821) 33,098 33,098 - - 32,152 32,152 7. Early Childhood Development

Current payment 121,785 - (5,180) 116,605 114,203 2,402 97.9 106,553 98,749 Transfers and subsidies 227,864 - (2,141) 225,723 225,390 333 99.9 196,479 196,479 Payment for capital assets 38,827 - (359) 38,468 38,468 - 100.0 62,554 50,667

388,476 - (7,680) 380,796 378,061 2,735 - 365,586 345,895 8. Auxiliary and Associated Services

Current payment 127,064 (42) (866) 126,156 123,902 2,254 98.2 119,987 118,936 Transfers and subsidies 8,315 - - 8,315 8,067 248 97.0 5,460 5,451 Payment for capital assets 131 42 (56) 117 117 - 100.0 373 373

135,510 - (922) 134,588 132,086 2,502 - 125,820 124,760

13,377,152 - - 13,377,152 13,361,153 15,999 99.9 11,998,212 11,955,743

13,377,152 - - 13,377,152 13,361,153 15,999 99.9 11,998,212 11,955,743 Add: 9,893 -

13,387,045 11,998,212

13,361,153 11,955,743

Departmental receiptsActual amounts per Statement of Financial Performance(Total Revenue)

Actual amounts per Statement of Financial PerformanceExpenditure

Subtotal

Appropriation per programme2011/12 2010/11

Total

Programmes






AppropriationActual



FinalAppropriation

ActualExpenditure

R'000 R'000 R'000 R'000 R'000 R'000 % R'000 R'000Current payments Compensation of employees 10,131,650 (122,704) (9,461) 9,999,485 9,997,071 2,414 100.0 9,198,930 9,193,265 Goods and services 1,221,102 18,833 (24,780) 1,215,155 1,209,743 5,412 99.6 1,075,241 1,052,296 Transfers & subsidiesDepartmental agencies & accounts 5,256 - - 5,256 5,256 - 100.0 4,926 4,926 Non-profit institutions 1,279,017 83,912 28,202 1,391,131 1,389,926 1,205 99.9 1,169,972 1,168,002 Households 63,290 25,746 (1,117) 87,919 87,865 54 99.9 87,564 87,562 Gifts and donations - 10 - 10 10 - 100.0 - - Payment for capital assetsBuildings & other fixed structures 615,439 (1,551) 5,493 619,381 612,467 6,914 98.9 437,693 425,806 Machinery & equipment 55,486 (2,226) 1,663 54,923 54,923 - 100.0 18,708 18,708 Software & other intangible assets

2,000 (150) - 1,850 1,850 - 100.0 4,183 4,183

Payment for financial assets 3,912 (1,870) - 2,042 2,042 - 100.0 995 995

Total 13,377,152 - - 13,377,152 13,361,153 15,999 99.9 11,998,212 11,955,743

2011/12 2010/11

Economic classification

Appropriation per Economic classification




Detail per programme 1 – Administration for the year ended 31 March 2012



Appropriation Actual



FinalAppropriation

ActualExpenditure

R'000 R'000 R'000 R'000 R'000 R'000 % R'000 R'000 1.1 Office of the MEC

Current payment 5,104 88 - 5,192 5,192 - 100.0 4,658 4,658 Transfers and subsidies - 102 - 102 102 - 100.0 18 18 Payment for capital assets - 256 - 256 256 - 100.0 210 210

1.2 Corporate ServicesCurrent payment 196,841 (1,406) - 195,435 195,435 - 100.0 191,352 183,533 Transfers and subsidies 8,462 1,173 - 9,635 9,635 - 100.0 13,995 13,994 Payment for capital assets 733 2,390 - 3,123 3,123 - 100.0 3,554 3,554 Payment for financial assets 3,912 (1,870) - 2,042 2,042 - 100.0 995 995

1.3 Education Management

Current payment 214,229 (4,845) (23,874) 185,510 185,510 - 100.0 168,896 162,569 Transfers and subsidies 50,091 29,619 - 79,710 79,710 - 100.0 89,494 89,387 Payment for capital assets 41,903 (21,655) - 20,248 20,248 - 100.0 4,267 4,267

1.4 Human Resource Development

Current payment 6,666 (95) (1,225) 5,346 5,346 - 100.0 9,856 9,856 Payment for capital assets - 95 - 95 95 - 100.0 20 20

1.5 Education Management Information System (EMIS)Current payment 8,607 (1,707) - 6,900 6,900 - 100.0 7,480 7,480

Transfers and subsidies 9,989 (2,395) - 7,594 7,594 - 100.0 15,254 15,254

Payment for capital assets 10,600 250 - 10,850 10,850 - 100.0 1,779 1,779

557,137 - (25,099) 532,038 532,038 - 100.0 511,828 497,574

2010/11

Total

2011/12

Details perSub-Programme



AppropriationActual



FinalAppropriation

ActualExpenditure

R'000 R'000 R'000 R'000 R'000 R'000 % R'000 R'000

Current payments Compensation of employees 262,735 (5,111) (5,278) 252,346 252,346 - 100.0 253,371 250,450 Goods and services 168,712 (2,854) (19,821) 146,037 146,037 - 100.0 127,763 116,549

-Transfers & subsidiesNon-profit institutions 66,930 23,700 - 90,630 90,630 - 100.0 110,375 110,257 Households 1,612 4,789 - 6,401 6,401 - 100.0 8,397 8,396 Gifts and donations - 10 - 10 10 - 100.0 - -

Payment for capital assetsMachinery & equipment 51,236 (18,514) - 32,722 32,722 - 100.0 6,744 6,744 Software & other intangible assets

2,000 (150) - 1,850 1,850 - 100.0 4,183 4,183

Payment for financial assets 3,912 (1,870) - 2,042 2,042 - 100.0 995 995

Total 557,137 - (25,099) 532,038 532,038 - 100.0 511,828 497,574

2011/12 2010/11

Programme 1 Per Economic classification




Detail per programme 2 – Public Ordinary School Education for the year ended 31 March 2012



AppropriationActual

Expenditure VarianceExpenditure as


FinalAppropriation

ActualExpenditure

R'000 R'000 R'000 R'000 R'000 R'000 % R'000 R'000 2.1 Public Primary School

Current payment 5,498,605 (35,081) 994 5,464,518 5,463,524 994 100.0 5,042,752 5,042,752 Transfers and subsidies 312,852 35,081 3,133 351,066 351,066 - 100.0 291,491 291,491 Payment for capital assets 121,136 11,240 10,039 142,415 142,415 - 100.0 146,316 146,316

2.2 Public Secondary schoolsCurrent payment 3,494,527 (399) 2,324 3,496,452 3,495,154 1,298 100.0 3,139,915 3,139,915 Transfers and subsidies 198,969 22,022 26,093 247,084 247,084 - 100.0 176,622 176,642 Payment for capital assets 85,877 (10,799) 587 75,665 75,665 - 100.0 25,261 25,261

2.3 Professional ServicesCurrent payment 458,973 (32,944) - 426,029 426,029 - 100.0 420,648 420,648 Transfers and subsidies 22,221 4,144 - 26,365 26,365 - 100.0 26,077 26,077 Payment for capital assets 15,635 10,292 - 25,927 19,013 6,914 73.3 7,491 7,491


Current payment 74,176 4,185 - 78,361 78,361 - 100.0 81,027 81,027 Transfers and subsidies 15,377 (8,291) - 7,086 7,086 - 100.0 5,597 5,597 Payment for capital assets 184 550 - 734 734 - 100.0 995 995

2.5 Conditional Grants - POSECurrent payment 224,108 (3,882) - 220,226 219,360 866 99.6 163,995 160,452 Transfers and subsidies 22,337 3,294 - 25,631 25,587 44 99.8 31,471 31,451 Payment for capital assets 313,215 588 5,070 318,873 318,873 - 100.0 164,934 164,934

10,858,192 - 48,240 10,906,432 10,896,316 10,116 99.9 9,724,592 9,721,049

2011/12 2010/11

Details persub-programme

Total



AppropriationActual



FinalAppropriation

ActualExpenditure

R'000 R'000 R'000 R'000 R'000 R'000 % R'000 R'000

Current payments Compensation of employees 8,830,888 (98,738) - 8,732,150 8,732,150 - 100.0 7,995,553 7,994,876

Goods and services 919,501 30,617 3,318 953,436 950,278 3,158 99.7 852,784 849,918

Transfers & subsidiesNon-profit institutions 545,161 33,880 29,226 608,267 608,223 44 100.0 484,656 484,656 Households 26,595 22,370 - 48,965 48,965 - 100.0 46,602 46,602

Payment for capital assetsBuildings & other fixed structures 531,928 200 13,977 546,105 539,191 6,914 98.7 335,951 335,951

Machinery & equipment 4,119 11,671 1,719 17,509 17,509 - 100.0 9,046 9,046

Total 10,858,192 - 48,240 10,906,432 10,896,316 10,116 99.9 9,724,592 9,721,049

2011/12 2010/11

Programme 2Per Economic classification




Detail per programme 3 – Independent School Subsidies for the year ended 31 March 2012



AppropriationActual



FinalAppropriation

ActualExpenditure

R'000 R'000 R'000 R'000 R'000 R'000 % R'000 R'000 3.1 Primary Phase

Transfers and subsidies 27,400 1,163 - 28,563 28,563 - 100.0 24,028 24,015

3.2 Secondary Phase -

Transfers and subsidies 36,788 (1,163) - 35,625 34,991 634 98.2 35,681 35,681 -

64,188 - - 64,188 63,554 634 99.0 59,709 59,696

2011/12 2010/11


Total



AppropriationActual



FinalAppropriation

ActualExpenditure

R'000 R'000 R'000 R'000 R'000 R'000 % R'000 R'000

Transfers & subsidies -

Non-profit institutions 64,188 - - 64,188 63,554 634 99.0 59,709 59,696

Total 64,188 - - 64,188 63,554 634 99.0 59,709 59,696

2011/12 2010/11





Detail per programme 4 – Public Special School Education for the year ended 31 March 2012



AppropriationActual



FinalAppropriation

ActualExpenditure

R'000 R'000 R'000 R'000 R'000 R'000 % R'000 R'000 4.1 Schools

Current payment 645,699 (17,611) (5,593) 622,495 622,495 - 100.0 559,238 557,236 Transfers and subsidies 114,674 13,038 - 127,712 127,712 - 100.0 118,129 116,298 Payment for capital assets - 6,544 - 6,544 6,544 - 100.0 21,479 21,479

4.2 Professional ServicesCurrent payment - - - - - - - - (3) Transfers and subsidies 1 (1) - - - - - - -

4.3 Human Resource Development -

Transfers and subsidies 1 (1) - - - - - - - 4.4 Conditional Grants - PSSE -

Transfers and subsidies - 1,751 - 1,751 1,751 - 100.0 12,382 12,382 Payment for capital assets 44,684 (3,720) (8,125) 32,839 32,839 - 100.0 20,254 20,254

-805,059 - (13,718) 791,341 791,341 - 100.0 731,482 727,646

2011/12 2010/11


Total



AppropriationActual



FinalAppropriation

ActualExpenditure

R'000 R'000 R'000 R'000 R'000 R'000 % R'000 R'000

Current payments Compensation of employees 617,671 (10,358) - 607,313 607,313 - 100.0 553,264 551,269 Goods and services 28,028 (7,253) (5,593) 15,182 15,182 - 100.0 5,974 5,964

-Transfers & subsidiesNon-profit institutions 113,419 14,927 - 128,346 128,346 - 100.0 128,755 126,924 Households 1,257 (140) - 1,117 1,117 - 100.0 1,756 1,756

-Payment for capital assets - Buildings & other fixed structures 44,684 (1,751) (8,125) 34,808 34,808 - 100.0 39,188 39,188 Machinery & equipment - 4,575 - 4,575 4,575 - 100.0 2,545 2,545

-

Total 805,059 - (13,718) 791,341 791,341 - 100.0 731,482 727,646

2011/12 2010/11





Detail per programme 5 – Further Education and Training for the year ended 31 March 2012



AppropriationActual



FinalAppropriation

ActualExpenditure

R'000 R'000 R'000 R'000 R'000 R'000 % R'000 R'0005.1 Public Institutions

Current payment 267,365 (7,800) - 259,565 259,553 12 100.0 251,757 251,685 Transfers and subsidies 267,304 7,802 - 275,106 275,106 - 100.0 195,286 195,286

5.2 Professional Services Transfers and subsidies 1 (1) - - - - - - -

5.3 Human Resource Development Transfers and subsidies 1 (1) - - - - - - -

Total 534,671 - - 534,671 534,659 12 100.0 447,043 446,971

2011/12 2010/11

Details per sub-programme



AppropriationActual



FinalAppropriation

ActualExpenditure

R'000 R'000 R'000 R'000 R'000 R'000 % R'000 R'000Current payments Compensation of employees 267,365 (7,800) - 259,565 259,553 12 100.0 251,757 251,685

Non-profit institutions 234,855 9,073 - 243,928 243,928 - 100.0 165,042 165,042

Households 32,451 (1,273) - 31,178 31,178 - 100.0 30,244 30,244

Total 534,671 - - 534,671 534,659 12 100.0 447,043 446,971


2011/12 2010/11




Detail per programme 6 – Adult Basic Education and Training for the year ended 31 March 2012



AppropriationActual



FinalAppropriation

ActualExpenditure

R'000 R'000 R'000 R'000 R'000 R'000 % R'000 R'000 6.1 Subsidies to private centres

Current payment 9,003 (2,332) (821) 5,850 5,850 - 100.0 7,165 7,165 Transfers and subsidies 24,914 2,334 - 27,248 27,248 - 100.0 24,987 24,987

6.2 Professional Services Transfers and subsidies 1 (1) - - - - - - -


Transfers and subsidies 1 (1) - - - - - - -

33,919 - (821) 33,098 33,098 - 100.0 32,152 32,152 Total


2011/12 2010/11



AppropriationActual



FinalAppropriation

ActualExpenditure

R'000 R'000 R'000 R'000 R'000 R'000 % R'000 R'000

Current paymentsCompensation of employees 7,700 (2,030) - 5,670 5,670 - 100.0 6,098 6,098 Goods and services 1,303 (302) (821) 180 180 - 100.0 1,067 1,067

Transfers & subsidiesNon-profit institutions 24,916 2,332 - 27,248 27,248 - 100.0 24,987 24,987

Total 33,919 - (821) 33,098 33,098 - 100.0 32,152 32,152


2011/12 2010/11




Detail per programme 7 – Early Childhood Development for the year ended 31 March 2012



AppropriationActual



FinalAppropriation

ActualExpenditure

R'000 R'000 R'000 R'000 R'000 R'000 % R'000 R'000 7.1 Grade R in Public Schools

Current payment 81,293 (1,133) (5,180) 74,980 72,578 2,402 96.8 71,859 64,055 Transfers and subsidies 129,457 (1,870) (1,507) 126,080 126,080 - 100.0 105,857 105,857 Payment for capital assets 11,887 - (359) 11,528 11,528 - 100.0 27,902 16,015

7.2 Grade R in Community Centres

Current payment - - - - - - - 1 1 Transfers and subsidies 44,967 1,871 - 46,838 46,838 - 100.0 45,287 45,287

7.3 Professional ServicesTransfers and subsidies 1 (1) - - - - - - -


Current payment 40,492 1,133 - 41,625 41,625 - 100.0 34,693 34,693 Transfers and subsidies 45,369 - (634) 44,735 44,406 329 99.3 45,335 45,335

7.5 Conditional Grants - ECDTransfers and subsidies 8,070 - - 8,070 8,066 4 100.0 - - Payment for capital assets 26,940 - - 26,940 26,940 - 100.0 34,652 34,652

388,476 - (7,680) 380,796 378,061 2,735 99.3 365,586 345,895 Total


2011/12 2010/11



AppropriationActual



FinalAppropriation

ActualExpenditure

R'000 R'000 R'000 R'000 R'000 R'000 % R'000 R'000

Current paymentsCompensation of employees 70,440 - (4,183) 66,257 63,855 2,402 96.4 61,048 61,048 Goods and services 51,345 - (997) 50,348 50,348 - 100.0 45,505 37,701 Transfers & subsidiesNon-profit institutions 226,548 - (1,024) 225,524 225,191 333 99.9 196,040 196,040 Households 1,316 - (1,117) 199 199 - 100.0 439 439 Payment for capital assetsBuildings & other fixed structures 38,827 - (359) 38,468 38,468 - 100.0 62,554 50,667

Total 388,476 - (7,680) 380,796 378,061 2,735 99.3 365,586 345,895

2011/12 2010/11





Detail per programme 8 – Auxiliary and Associated Services for the year ended 31 March 2012



AppropriationActual



FinalAppropriation

ActualExpenditure

R'000 R'000 R'000 R'000 R'000 R'000 % R'000 R'000 8.1 Payments to SETA

Transfers and subsidies 5,256 - - 5,256 5,256 - 100.0 4,926 4,926 8.2 Conditional Grant Projects

Current payment 13,388 (37) - 13,351 11,245 2,106 84.2 14,774 13,822 Transfers and subsidies 3,000 - - 3,000 2,806 194 93.5 408 408 Payment for capital assets - 37 - 37 37 - 100.0 210 210

8.3 External ExaminationsCurrent payment 113,676 (5) (866) 112,805 112,657 148 99.9 105,213 105,114 Transfers and subsidies 59 - - 59 5 54 8.5 126 117 Payment for capital assets 131 5 (56) 80 80 - 100.0 163 163

135,510 - (922) 134,588 132,086 2,502 98.1 125,820 124,760 Total


2011/12 2010/11



AppropriationActual



FinalAppropriation

ActualExpenditure

R'000 R'000 R'000 R'000 R'000 R'000 % R'000 R'000Current payments

Compensation of employees 74,851 1,333 - 76,184 76,184 - 100.0 77,839 77,839 Goods and services 52,213 (1,375) (866) 49,972 47,718 2,254 95.5 42,148 41,097 Transfers & subsidiesDepartmental agencies & accounts

5,256 - - 5,256 5,256 - 100.0 4,926 4,926

Non-profit institutions 3,000 - - 3,000 2,806 194 93.5 408 400 Households 59 - - 59 5 54 8.5 126 125 Payment for capital assets Machinery & equipment 131 42 (56) 117 117 - 100.0 373 373

Total 135,510 - (922) 134,588 132,086 2,502 98.1 125,820 124,760

2011/12 2010/11


VOTE 5 NOTES TO THE APPROPRIATION STATEMENT



1. Detail of transfers and subsidies as per Appropriation Act (after Virement):

Detail of these transactions can be viewed in the note on Transfers and subsidies, disclosure notes and Annexure 1 (A-C) to the Annual Financial Statements.

2. Detail of specifically and exclusively appropriated amounts voted (after Virement):

Detail of these transactions can be viewed in note 1 (Annual Appropriation) to the Annual Financial Statements.

3. Detail on payments for financial assets

Detail of these transactions per programme can be viewed in the note to Financial transactions in assets and liabilities to the Annual Financial Statements.

4. Explanations of material variances from Amounts Voted (after virement):

FinalAppropriation

Actual Expenditure

Variance Variance as a % of Final Approp.

R'000 R'000 R'000 %Programme nameAdministration 532,038 532,038 - 0%Public ordinary school education 10,906,432 10,896,316 10,116 0%Independent school subsidies 64,188 63,554 634 1%Public special school education 791,341 791,341 - 0%Further education and training 534,671 534,659 12 0%Adult basic education and training 33,098 33,098 - 0%Early childhood development 380,796 378,061 2,735 1%Auxiliary and associated services 134,588 132,086 2,502 2%

Per programme4.1

Note: Explanation of variance: The under-expenditure on Auxiliary and associated services (Conditional grant HIV/AIDS)is mainly due to the HIV/AIDS KRAs that were infused into the work of district staff e.g. Social Workers and CurriculumAdvisors. This resulted in less funding being required from the HIV/AIDS Conditional Grant, which also resulted in lowerspending of the grant in certain areas.

VOTE 5 NOTES TO THE APPROPRIATION STATEMENT



4.2 Per economic classification Final Appropriation Actual Expenditure

Variance Variance as a %of Final Approp.

R’000 R’000 R’000 %Current expenditureCompensation of employees 9,999,485 9,997,071 2,414 0%Goods and services 1,215,155 1,209,743 5,412 0%

Departmental agencies and accounts 5,256 5,256 - 0%Non-profit institutions 1,391,131 1,389,926 1,205 0%Households 87,919 87,865 54 0%Gifts and donations 10 10 - 0%

Payments for capital assets

Buildings and other fixed structures 619,381 612,467 6,914 1%Machinery and equipment 54,923 54,923 - 0%Software and other intangible assets 1,850 1,850 - -

Payments for financial assets 2,042 2,042 - 0%

Note: Explanation of variance: The under-expenditure on buildings and other fixed structures is due to the reconstruction ofoffice accommodation for the Central Education District Office that could not be completed before the end of the financial year.

VOTE 5 STATEMENT OF FINANCIAL PERFORMANCE



2011/12 2010/11 Note R’000 R’000 Revenue Annual Appropriation 1 13 377 152 11 998 212 Departmental revenue 2 9 893 - Total Revenue 13 387 045 11 998 212 Expenditure Current Expenditure Compensation of employees 3 9 997 071 9 193 265 Goods and services 4 1 209 743 1 052 296 Total current expenditure 11 206 814 10 245 561 Transfers and subsidies Transfers and subsidies 6 1 483 057 1 260 490 Total transfers and subsidies 1 483 057 1 260 490 Expenditure for capital assets Tangible capital assets 7 667 390 444 514 Software and other intangible assets 7 1 850 4 183 Total expenditure for capital assets 669 240 448 697 Payment for financial assets 5 2 042 995 Total expenditure 13 361 153 11 955 743

Surplus for the year 25 892 42 469

Reconciliation of Net Surplus for the year Voted funds 15 999 42 469 Annual appropriation 13 377 152 11 998 212 Departmental revenue and NRF Receipts 13 9 893 - Surplus for the year 25 892 42 469

VOTE 5 STATEMENT OF FINANCIAL POSITION



Assets 2011/12 2010/11 Note R’000 R’000 Current Assets 126 014 147 646 Cash and cash equivalents 8 3 735 29 782 Prepayments and advances 9 19 10 Receivables 10 122 260 117 854 Non-current assets 14 872 14 191 Investments 11 14 872 14 191 Total Assets 140 886 161 837 Liabilities Current Liabilities 55 430 90 396 Voted funds to be surrendered to the Revenue Fund 12 15 999 42 469 Departmental revenue and NRF Receipts to be surrendered to the Revenue Fund

13 2 139 (391)

Bank Overdraft 14 30 140 46 912 Payables 15 7 152 1 406 Total Liabilities 55 430 90 396 Net Assets 85 456 71 441

Represented by: Capitalisation Reserve 14 872 14 191 Recoverable Revenue 70 584 57 250

Total 85 456 71 441

VOTE 5 STATEMENT OF CHANGES IN NET ASSETS



2011/12 2010/11 Note R’000 R’000 Capitalisation Reserve Opening Balance 14 191 13 471 Transfers: Movement in Operational Funds 681 720 Closing Balance 14 872 14 191 Recoverable revenue Opening Balance 57 250 37 483 Transfers: 13 334 19 767 Debts raised 13 334 19767 Closing Balance 70 584 57 250 Total 85 456 71 441

VOTE 5 CASH FLOW STATEMENT



2011/12 2010/11 Note R’000 R’000 Cash flows from operating activities Receipts 13 411 070 12 020 446 Annual appropriated funds received 1.1 13 377 152 11 998 212 Departmental revenue received 2 33 918 22 234 Net increase in working capital 1 331 (29 742) Surrendered to Revenue Fund (73 857) (74 616) Current payments (11 206 814) (10 258 097) Payments for financial assets (2 042) (995) Transfers and subsidies paid (1 483 057) (1 260 490) Net cash flow available from operating activities 16 646 631 396 506 Cash flows from investing activities Payments for capital assets 7 (669 240) (436 161) Increase in investments (681) (720) Net cash flows from investing activities (669 921) (436 881) Cash flows from financing activities Increase in net assets 14 015 20 487 Net cash flows from financing activities 14 015 20 487 Net decrease in cash and cash equivalents (9 275) (19 888) Cash and cash equivalents at beginning of period (17 130) 2 758 Cash and cash equivalents at end of period 17 (26 405) (17 130)

VOTE 5 ACCOUNTING POLICIES



The Financial Statements have been prepared in accordance with the following policies, which have been applied consistently in all material aspects, unless otherwise indicated. However, where appropriate and meaningful, additional information has been disclosed to enhance the usefulness of the Financial Statements and to comply with the statutory requirements of the Public Finance Management Act, Act 1 of 1999 (as amended by Act 29 of 1999), and the Treasury Regulations issued in terms of the Act and the Division of Revenue Act, Act 1 of 2010. 1. Presentation of the Financial Statements 1.1 Basis of preparation

The Financial Statements have been prepared on a modified cash basis of accounting, except where stated otherwise. The modified cash basis constitutes the cash basis of accounting supplemented with additional disclosure items. Under the cash basis of accounting transactions and other events are recognised when cash is received or paid.

1.2 Presentation currency

All amounts have been presented in the currency of the South African Rand (R) which is also the functional currency of the department.

1.3 Rounding

Unless otherwise stated all financial figures have been rounded to the nearest one thousand Rand (R’000).

1.4 Comparative figures

Prior period comparative information has been presented in the current year’s financial statements. Where necessary figures included in the prior period financial statements have been reclassified to ensure that the format in which the information is presented is consistent with the format of the current year’s financial statements.

1.5 Comparative figures - Appropriation Statement A comparison between actual amounts and final appropriation per major classification of expenditure is

included in the Appropriation Statement.




2. Revenue 2.1 Appropriated funds

Appropriated funds comprise of departmental allocations as well as direct charges against revenue fund (i.e. statutory appropriation).

Appropriated funds are recognised in the financial records on the date the appropriation becomes effective. Adjustments made in terms of the adjustments budget process are recognised in the financial records on the date the adjustments become effective.

Unexpended appropriated funds are surrendered to the Provincial Revenue Fund. Any amounts owing to the Provincial Revenue Fund at the end of the financial year are recognised as payable in the statement of financial position.

Any amount due from the Provincial Revenue Fund at the end of the financial year is recognised as a receivable in the statement of financial position.

2.2 Departmental revenue

All departmental revenue is recognised in the statement of financial performance when received and is subsequently paid into the Provincial Revenue Fund, unless stated otherwise.

Any amount owing to the Provincial Revenue Fund at the end of the financial year is recognised as a payable in the statement of financial position.

No accrual is made for amounts receivable from the last receipt date to the end of the reporting period. These amounts are however disclosed in the disclosure notes to the annual financial statements.

3. Expenditure 3.1 Compensation of employees 3.1.1 Salaries and wages

Salaries and wages are expensed in the statement of financial performance when the final authorisation for payment is effected on the system (by no later than 31 March of each year).

Other employee benefits that give rise to a present legal or constructive obligation are disclosed in the disclosure notes to the financial statements at its face value and are not recognised in the statement of financial performance or position.

Employee costs are capitalised to the cost of a capital project when an employee spends more than 50% of his/her time on the project. These payments form part of expenditure for capital assets in the statement of financial performance.




3.1.2 Social contributions

Employer contributions to post employment benefit plans in respect of current employees are expensed in the statement of financial performance when the final authorisation for payment is effected on the system (by no later than 31 March of each year). No provision is made for retirement benefits in the financial statements of the department. Any potential liabilities are disclosed in the financial statements of the National Revenue Fund and not in the financial statements of the employer department. Employer contributions made by the department for certain of its ex-employees (such as medical benefits) are classified as transfers to households in the statement of financial performance.

3.2 Goods and services

Payments made during the year for goods and/or services are recognised as an expense in the statement of financial performance when the final authorisation for payment is effected on the system (by no later than 31 March of each year). The expense is classified as capital if the goods and/or services were acquired for a capital project or if the total purchase price exceeds the capitalisation threshold (currently R5, 000). All other expenditures are classified as current. Rental paid for the use of buildings or other fixed structures is classified as goods and services and not as rent on land.

3.3 Interest and rent on land

Interest and rental payments are recognised as an expense in the statement of financial performance when the final authorisation for payment is effected on the system (by no later than 31 March of each year). This item excludes rental for the use of buildings or other fixed structures. If it is not possible to distinguish between payment for the use of land and the fixed structures on it, the whole amount should be recorded under goods and services.

3.4 Payments for financial assets

Debts are written off when identified as irrecoverable. Debts written-off are limited to the amount of savings and/or underspending of appropriated funds. The write off occurs at year-end or when funds are available. No provision is made for irrecoverable amounts but an estimate is included in the disclosure notes to the financial statements amounts. All other losses are recognised when authorisation has been granted for the recognition thereof.




3.5 Transfers and subsidies

Transfers and subsidies are recognised as an expense when the final authorisation for payment is effected on the system (by no later than 31 March of each year).

3.6 Unauthorised expenditure

When confirmed unauthorised expenditure is recognised as an asset in the statement of financial position until such time as the expenditure is either approved by the relevant authority, recovered from the responsible person or written off as irrecoverable in the statement of financial performance. Unauthorised expenditure approved with funding is derecognised from the statement of financial position when the unauthorised expenditure is approved and the related funds are received. Where the amount is approved without funding it is recognised as expenditure in the statement of financial performance on the date of approval.

3.7 Fruitless and wasteful expenditure

Fruitless and wasteful expenditure is recognised as expenditure in the statement of financial performance according to the nature of the payment and not as a separate line item on the face of the statement. If the expenditure is recoverable it is treated as an asset until it is recovered from the responsible person or written off as irrecoverable in the statement of financial performance.

3.8 Irregular expenditure

Irregular expenditure is recognised as expenditure in the statement of financial performance. If the expenditure is not condoned by the relevant authority it is treated as an asset until it is recovered or written off as irrecoverable.

4. Assets 4.1 Cash and cash equivalents

Cash and cash equivalents are carried in the statement of financial position at cost. Bank overdrafts are shown separately on the face of the statement of financial position. For the purposes of the cash flow statement, cash and cash equivalents comprise cash on hand, deposits held, other short-term highly liquid investments and bank overdrafts.




4.2 Other financial assets

Other financial assets are carried in the statement of financial position at cost. 4.3 Prepayments and advances

Amounts prepaid or advanced are recognised in the statement of financial position when the payments are made and are derecognised as and when the goods/services are received or the funds are utilised. Prepayments and advances outstanding at the end of the year are carried in the statement of financial position at cost.

4.4 Receivables

Receivables included in the statement of financial position arise from cash payments made that are recoverable from another party (including departmental employees) and are derecognised upon recovery or write-off. Receivables outstanding at year-end are carried in the statement of financial position at cost plus any accrued interest. Amounts that are potentially irrecoverable are included in the disclosure notes.

4.5 Investments

Capitalised investments are shown at cost in the statement of financial position. Investments are tested for an impairment loss whenever events or changes in circumstances indicate that the investment may be impaired. Any impairment loss is included in the disclosure notes.

4.6 Loans

Loans are recognised in the statement of financial position when the cash is paid to the beneficiary. Loans that are outstanding at year-end are carried in the statement of financial position at cost plus accrued interest.

Amounts that are potentially irrecoverable are included in the disclosure notes.

4.7 Inventory

Inventories that qualify for recognition must be initially reflected at cost. Where inventories are acquired at no cost, or for nominal consideration, their cost shall be their fair value at the date of acquisition. All inventory items at year-end are reflected using the weighted average cost or FIFO cost formula.




4.8 Capital assets 4.8.1 Movable assets

Initial recognition A capital asset is recorded in the asset register on receipt of the item at cost. Cost of an asset is defined as the total cost of acquisition. Where the cost cannot be determined accurately, the movable capital asset is stated at fair value. Where fair value cannot be determined, the capital asset is included in the asset register at R1. All assets acquired prior to 1 April 2002 are included in the register at R1. Subsequent recognition Subsequent expenditure of a capital nature is recorded in the statement of financial performance as “expenditure for capital assets” and is capitalised in the asset register of the department on completion of the project. Repairs and maintenance is expensed as current “goods and services” in the statement of financial performance.

4.8.2 Immovable assets

Initial recognition A capital asset is recorded on receipt of the item at cost. Cost of an asset is defined as the total cost of acquisition. Where the cost cannot be determined accurately, the immovable capital asset is stated at R1 unless the fair value for the asset has been reliably estimated. Subsequent recognition Work-in-progress of a capital nature is recorded in the statement of financial performance as “expenditure for capital assets”. On completion, the total cost of the project is included in the asset register of the department that is accountable for the asset. Repairs and maintenance is expensed as current “goods and services” in the statement of financial performance.




4.8.3 Intangible assets

Initial recognition An intangible asset is recorded in the asset register on receipt of the item at cost. Cost of an intangible asset is defined as the total cost of acquisition. Where the cost cannot be determined accurately, the intangible asset is stated at fair value. Where fair value cannot be determined, the intangible asset is included in the asset register at R1. All intangible assets acquired prior to 1 April 2002 can be included in the asset register at R1. Subsequent expenditure Subsequent expenditure of a capital nature is recorded in the statement of financial performance as “expenditure for capital asset” and is capitalised in the asset register of the department. Maintenance is expensed as current “goods and services” in the statement of financial performance.

5. Liabilities 5.1 Payables

Recognised payables mainly comprise of amounts owing to other governmental entities. These payables are carried at cost in the statement of financial position.

5.2 Contingent liabilities

Contingent liabilities are included in the disclosure notes to the financial statements when it is possible that economic benefits will flow from the department, or when an outflow of economic benefits or service potential is probable but cannot be measured reliably.

5.3 Contingent assets

Contingent assets are included in the disclosure notes to the financial statements when it is probable that an inflow of economic benefits will flow to the entity.

5.4 Commitments

Commitments are not recognised in the statement of financial position as a liability or as expenditure in the statement of financial performance but are included in the disclosure notes.




5.5 Accruals Accruals are not recognised in the statement of financial position as a liability or as expenditure in the statement of financial performance but are included in the disclosure notes.

5.6 Employee benefits

Short-term employee benefits that give rise to a present legal or constructive obligation are disclosed in the disclosure notes to the financial statements. These amounts are not recognised in the statement of financial performance or the statement of financial position.

5.7 Lease commitments

Operating lease

Operating lease payments are recognised as an expense in the statement of financial performance. The operating lease commitments are disclosed in the disclosure notes to the financial statements.

5.8 Impairment

The department tests for impairment where there is an indication that a receivable, loan or investment may be impaired. An assessment of whether there is an indication of possible impairment is done at each reporting date. An estimate is made for doubtful loans and receivables based on a review of all outstanding amounts at year-end. Impairments on investments are calculated as being the difference between the carrying amount and the present value of the expected future cash flows / service potential flowing from the instrument.

5.9 Provisions

Provisions are disclosed when there is a present legal or constructive obligation to forfeit economic benefits as a result of events in the past and it is probable that an outflow of resources embodying economic benefits will be required to settle the obligation and a reliable estimate of the obligation can be made.

6. Net Assets 6.1 Capitalisation reserve

The capitalisation reserve comprises of financial assets and/or liabilities originating in a prior reporting period but which are recognised in the statement of financial position for the first time in the current reporting period. Amounts are recognised in the capitalisation reserves when identified in the current period and are transferred to the Provincial Revenue Fund when the underlying asset is disposed and the related funds are received.




6.2 Recoverable revenue

Amounts are recognised as recoverable revenue when a payment made in a previous financial year becomes recoverable from a debtor in the current financial year. Amounts are either transferred to the Provincial Revenue Fund when recovered or are transferred to the statement of financial performance when written-off.

7. Related party transactions

Specific information with regards to related party transactions is included in the disclosure notes. 8. Key management personnel

Compensation paid to key management personnel including their family members where relevant, is included in the disclosure notes.

9. GG vehicle expenditure and commitments

The National Treasury approved a departure from the disclosure of apportioning finance lease expenditure and future financial commitments between capital and interest as prescribed by the accounting policy in paragraph 5.7 above, due to the late finalisation of the disagreement on the accounting treatment for the GG vehicles. Future finance lease commitments have been disclosed using the CPIX rate as the basis for annual increments.

VOTE 5 NOTES TO THE ANNUAL FINANCIAL STATEMENTS



1. Annual Appropriation1.1 Annual Appropriation

FinalAppropriation

2011/12

Actual FundsReceived

2011/12

Funds notrequested/

not received2011/12

AppropriationReceived

2010/11Programmes R'000 R'000 R'000 R'000

532,038.00 532,038 - 476,402 10,906,432 10,906,432 - 9,647,251

64,188 64,188 - 59,709 791,341 791,341 - 718,360

FURTHER EDUCATION AND TRAINING 534,671 534,671 - 447,043 33,098 33,098 - 32,710

380,796 380,796 - 365,586 134,588 134,588 - 251,151

Total 13,377,152 13,377,152 - 11,998,212

ADULT BASIC EDUCATION AND TRAINING

AUXILIARY AND ASSOCIATED SERVICESEARLY CHILDHOOD DEVELOPMENT

ADMINISTRATION PUBLIC ORDINARY SCHOOL EDUCATION

INDEPENDENT SCHOOL SUBSIDIESPUBLIC SPECIAL SCHOOL EDUCATION

Note 2011/12 2010/11

R'000 R'000

1.2 Conditional grants**

Total grants received 32 1,190,413 894,103

(** It should be noted that the Conditional grants are included in the amounts per the Final Appropriation in Note 1.1)

2. Departmental Revenue2.1 12,611 11,193 2.2 560 511 2.3 1,081 324 2.4 19,666 10,206

33,918 22,234 13 24,025 22,234

9,893 - Less: Own revenue included in appropriation Departmental revenue collected

Transactions in financial assets and liabilities

Sales of goods and services other than capital assetsFines, penalties and forfeitsInterest, dividends and rent on land

Total revenue collected

2.1 2

12 489 11 077

12 489 11 077

Sales of scrap, waste and other used current goods 122 116 Total 12 611 11 193

2.2 2 560 511 560 511

Sales of goods and services other than capital assets

Sales of goods and services produced by the department

Sales by market establishment

Fines, penalties and forfeitsFines Total




Note 2011/12 2010/11R'000 R'000

2.3 21 081 324 1 081 324 Total

Interest, dividends and rent on landInterest

2.4 2Receivables 12 345 5 435 Other Receipts including Recoverable Revenue 7 321 4 771

Total 19 666 10 206

Transactions in financial assets and liabilities

3. Compensation of employees

3.1 Salaries and wagesBasic salary 7 455 753 6 886 984 Performance award 25 675 21 239 Service Based 12 684 10 974 Compensative/circumstantial 83 172 79 512 Periodic payments 5 717 8 935 Other non-pensionable allowances 1 081 293 982 887

Total 8 664 294 7 990 531

3.2 Social contributions

Employer contributions Pension 875 468 794 336 Medical 454 689 405 779 UIF 10 4 Bargaining council 666 668 Official unions and associations 1 944 1 947

Total 1 332 777 1 202 734

Total compensation of employees 9 997 071 9 193 265

Average number of employees 40 310 40 737




Note 2011/12 2010/11R'000 R'000

4. Goods and services

767 815 6,483 4,307

4.1 34,738 23,692 13,032 26,106 10,826 7,276 11,673 11,589

4.2 13,881 15,856 4.3 315,405 238,639

253 232 4.4 11,177 12,887

- 3 4.5 263,658 247,295

9,035 6,779 4.6 248,186 219,105

175,696 141,861 4.7 44,031 46,497

15,367 16,759 23,545 25,133

4.8 11,990 7,465 1,209,743 1,052,296 Total

Fleet servicesInventoryOperating leases Property payments

Training and staff developmentOther operating expenditure

CateringCommunicationComputer servicesConsultants, contractors and agency/outsourced services

Transport provided as part of the departmental activitiesTravel and subsistenceVenues and facilities

Administrative feesAdvertisingAssets less than R5,000Bursaries (employees)

EntertainmentAudit cost – external

4.1 Assets less than R5,000 4

Tangible assets 32 506 22 136 Machinery and equipment 32 506 22 136

Intangible assets 2 232 1 556 Total 34 738 23 692

4.2 Computer services 4

SITA computer services 8 053 8 868 External computer service providers 5 828 6 988

Total 13 881 15 856




Note 2011/12 2010/11R'000 R'000

4.3 4

Business and advisory services 37 638 28 941 Legal costs 4 169 4 602 Contractors 8 303 8 683 Agency and support/outsourced services 265 295 196 413

Total 315 405 238 639

Consultants, contractors and agency/outsourced services

4.4 Audit cost – external 4

Regularity audits 9 071 9 456 Performance audits 1 247 2 952 Computer audits 859 479

Total 11 177 12 887

4.5 Inventory 4

Learning and teaching support material 229 481 212 441 Food and food supplies 880 54 Other consumables 404 729 Materials and supplies 121 37 Stationery and printing 32 734 33 364 Medical supplies 38 670 Total 263 658 247 295

4.6 Property payments 4

Municipal services 80 669 94 306 Property maintenance and repairs 146 022 107 064 Other 21 495 17 735

Total 248 186 219 105

4.7 Travel and subsistence 4

Local 44 026 46 400 Foreign 5 97 Total 44 031 46 497

4.8 Other operating expenditure 4

Professional bodies, membership and subscription fees 444 663 Resettlement costs 1 845 1 473 Other 9 701 5 329 Total 11 990 7 465




Note 2011/12 2010/11R'000 R'000

5. Payments for financial assets

Material losses through criminal conduct 314 184 Other material losses 5.1 314 184

Other material losses written off 5.2 178 20 Debts written off 5.3 1 550 791 Total 2 042 995

5.1 Other material losses 5Nature of other material losses

Incident

GG Accidents 314 184

Total 314 184

Disciplinary Steps taken/ Criminal proceedings

5.2 Other material losses written off 5Nature of lossesClaims against the state - 20 Irregular expenditure 178 - Total 178 20

5.3 Debts written off 5

Nature of debts written offEmployee tax 11 90 Salary overpayments 135 418 Bursaries 21 86 Interest on debts 240 185 Other 1 143 12

Total 1 550 791

6. Transfers and SubsidiesDepartmental agencies and accounts ANNEXURE 1A 5 256 4 926 Non-profit institutions ANNEXURE 1B 1 389 926 1 168 002 Households ANNEXURE 1C 87 865 87 562 Gifts, donations and sponsorships made ANNEXURE 1D 10 -

Total 1 483 057 1 260 490




Note 2011/12 2010/11R'000 R'000

7. Expenditure for capital assets

Tangible assets 667 390 444 514 Buildings and other fixed structures 31 612 467 425 806 Machinery and equipment 29 54 923 18 708

1 850 4 183

Computer software 30 1 850 4 183 - -

Total 669 240 448 697

Software and other intangible assets

7.1

Voted Funds Aid assistance TOTAL R'000 R'000 R'000 Tangible assets 667 390 - 667 390

Buildings and other fixed structures 612 467 - 612 467 Machinery and equipment 54 923 - 54 923

Software and other intangible assets 1 850 - 1 850 Computer software 1 850 - 1 850

Total 669 240 - 669 240

Analysis of funds utilised to acquire capital assets - 2011/12

7.2

Voted Funds Aid assistance TOTAL R'000 R'000 R'000

Tangible assets 444 514 - 444 514 Buildings and other fixed structures 425 806 - 425 806 Machinery and equipment 18 708 - 18 708

Software and other intangible assets 4 183 - 4 183

Computer software 4 183 - 4 183 Total 448 697 - 448 697

Analysis of funds utilised to acquire capital assets - 2010/11

GG vehicle daily tariff expenditure was reclassified from operating lease expenditure to finance lease expenditure in the 2011/12 AFS and hence restated for the 2010/11 comparatives.




Note 2011/12 2010/11R'000 R'000

8. Cash and Cash Equivalents

Investments (Domestic) 3 735 29 782

Total 3 735 29 782

9. Prepayments and AdvancesTravel and subsistence 19 10

Total 19 10

2010/11

Less thanone year

One to three years

Older than three years

Total

Note R'000 R'000 R'000 R'000 R'000 10.

Claims recoverable 10.1 14 961 837 - 15 798 24 026 Annex 3 - - - - -

Staff debt 10.2 33 087 4 655 3 418 41 160 34 614 Other debtors 10.3 8 714 19 831 36 757 65 302 59 214

Total 56 762 25 323 40 175 122 260 117 854

2011/12

Receivables

Note 2011/12 2010/11

R'000 R'000

10.1 Claims recoverable 10National departments 6 380 818 Provincial departments 1 684 322 Private enterprises 7 455 140 Households and non-profit institutions 279 22 746 Total 15 798 24 026

10.2 Staff debt 10

Salary overpayments 3 901 2 491 Debt account 37 259 32 123 Total 41 160 34 614

10.3 Other debtors 10Breach of contract 13 268 13 284 Ex-employees 46 568 39 968 State guarantees 911 910 Criminal acts 1 249 1 524 Miscellaneous 2 581 2 177 Clearing accounts 725 1 351 Total 65 302 59 214




Note 2011/12 2010/11R'000 R'000

11. Investments

Non-CurrentShares and other equityJL Bisset Fund 434 417 Graham Civil Service Bursary Fund 41 43 Royal Reception Fund 30 32 School Building Fund 14 367 13 699 Total 14 872 14 191

Analysis of non current investmentsOpening balance 14 191 13 471 Additions in cash 681 720 Closing balance 14 872 14 191

12. Voted Funds to be Surrendered to the Revenue Fund

Opening balance 42 469 50 498 Transfer from statement of financial performance 15 999 42 469 Paid during the year (42 469) (50 498)

Closing balance 15 999 42 469

13.

(391) 1 493 9 893 -

24 025 22 234 (31 388) (24 118)

2 139 (391) Closing balancePaid during the year

Departmental revenue and NRF Receipts to be surrendered to the Revenue FundOpening balanceTransfer from Statement of Financial PerformanceOwn revenue included in appropriation

14. Bank Overdraft

Consolidated Paymaster General Account 30 140 46 912

Total 30 140 46 912

15. Payables - current

Amounts owing to other entities Annex 4 - 87 Clearing accounts 15.1 6 689 1 220 Other payables 15.2 463 99

Total 7 152 1 406




Note 2011/12 2010/11R'000 R'000

15.1 Clearing accounts 15

Sal: pension debt - 31 Sal: ACB recalls 175 372 Sal: income tax 5 647 675 Sal: pension fund 214 24 Salary reversal control 182 - Salary: medical aid 351 56 Other deduction accounts 86 62 Sal: tax debt 34 - Total 6 689 1 220

15.2 Other payables 15Miscellaneous 463 99 Total 463 99

16.

Net surplus as per Statement of Financial Performance 25 892 42 469

601 667 354 037

(Increase) in receivables – current (4 406) (28 226) (Increase) in prepayments and advances (9) 3 264 Increase in payables – current 5 746 (4 780) Expenditure on capital assets 650 168 436 161 Surrenders to Revenue Fund (73 857) (74 616)

Own revenue included in appropriation 24 025 22 234 Net cash flow generated by operating activities 627 559 396 506

Net cash flow available from operating activities

Add back non cash/cash movements not deemed operating activities

17.

(30 140) (46 912) 3 735 29 782

(26 405) (17 130) Total

Reconciliation of cash and cash equivalents for cash flow purposesConsolidated Paymaster General accountCash with commercial banks (Local)

VOTE 5 DISCLOSURE NOTES TO THE ANNUAL

FINANCIAL STATEMENTS for the year ended 31 March 2012


Note 2011/12 2010/11R'000 R'000

18. Contingent liabilities and contingent assets

Contingent liabilities

Liable to Nature Annex 2A 829 974

Annex 2B 290 826 64 746

Annex 4 2 198 45

Other Annex 2B 43 665 33 415

Total 337 518 99 180

Other departments (interdepartmental unconfirmed balances)

Claims against the department

Housing loan guarantees Employees

19.

928 066 779 622 334 389 355 839

1 262 455 1 135 461

315 098 454 681 1 680 852 1 433 239 1 995 950 1 887 920 3 258 405 3 023 381

Approved and contractedApproved but not yet contracted

CommitmentsCurrent expenditure

Capital Expenditure (including transfers)Approved and contractedApproved but not yet contracted

Total Commitments

20. Accruals

Listed by economic classification 30 Days 30+ Days Total Total

Goods and services 18 196 2 918 21 114 18 425 Transfers and subsidies 1 301 3 355 4 656 4 201 Capital assets 10 144 - 10 144 9 968

Other 724 105 829 -

Total 30 365 6 378 36 743 32 594




Note 2011/12 2010/11R'000 R'000

Listed by programme levelAdministration 10 141 7 472 Public Ordinary School Education 25 336 18 372 Independent School Subsidies - 3 160 Public Special School Education 14 1 151 Further Education and Training 1 - Adult Basic Education and Training - 2 Early Childhood Development 216 2 078 Auxiliary and Associated Services 1 035 359 Total 36 743 32 594

Confirmed balances with departments Annex 4 66 5 362 Total 66 5 362

21.Leave entitlement 103 797 95 314 Service bonus (Thirteenth cheque) 300 998 275 387 Capped leave commitments 1 009 187 1 001 703 Other - 40 Total 1 413 982 1 372 444

Note:

Employee benefits

1. The negative leave credits i.r.o. future leave taken as per the detail report, is as follows: - current cycle (R 475 thousand) -capped leave (R 2,267 million)




22. Lease Commitments22.1 Operating leases expenditure

2011/12

Specialised military assetsR'000

LandR'000

Buildings & other fixed structures

R'000

Machinery and

equipmentR'000

TotalR'000

Not later than 1 year - - - 1 618 1 618

Later than 1 year and not later than 5 years - - - 246 246 Total lease commitments - - - 1 864 1 864

2010/11Not later than 1 year - - - 877 877 Later than 1 year and not later than 5 years - - - 318 318 Total lease commitments - - - 1 195 1 195

22.2 Finance leases expenditure

Specialised military assetsR'000

LandR'000

Buildings & other fixed structures

R'000

Machinery and

equipmentR'000

Not later than 1 year - - 299 299 Later than 1 year and not later than 5 years - - 102 102 Total lease commitments - - 401 401 LESS: finance costs - - 18 18 Total present value of lease liabilities - - 383 383

2010/11




Note 2011/12 2010/11R'000 R'000

23. Receivables for departmental revenue

Transactions in financial assets and liabilities 6 968 28 434 Total 6 968 28 434

23.128 434 - 26 925 -

5 459 28 434 6 968 28 434

Add: Amounts recognised

Analysis of receivables for departmental revenueOpening balanceLess: Amounts received

Note: Debts, comprising of employees in service, to the value of R1,509 million during 2010/11 and R6,968 million during2011/2012 financial years were identified due to employees having taken incapacity leave in terms of the Policy onIncapacity Leave and Ill-Health Retirement (PILAR). These cases were captured on the PERSAL system and were nottaken on on the BAS system. The outstanding debt amount is currently being recovered. The comparatives have alsobeen re-stated in line with the above-mentioned.

Closing balance

24. Irregular expenditure 2011/12 2010/11 24.1 Reconciliation of irregular expenditure

Opening balance 16 961 2 740 Add: Irregular expenditure - relating to prior year 5 837 10 397 Add: Irregular expenditure - relating to current year 30 500 8 346 Less: Amounts condoned (712) (4 522) Less: Amounts recoverable (not condoned) (178) - Irregular expenditure awaiting condonation 52 408 16 961

Analysis of awaiting condonation per age classificationCurrent year 30 103 6 098 Prior years 22 305 10 863 Total 52 408 16 961




2011/12R'000

24.2 Details of irregular expenditure - current yearIncident (Disciplinary steps taken/criminal proceedings)

1 Jenna's Catering Services - possible fraud/corruption 4 Coalition Trading 247 cc - possible fraud/corruption 7 Greystone Trading - possible fraud/corruption 152 Creative Business Tech - possible fraud/corruption 33 IS Office Connection - possible fraud/corruption 15 Brainwave Projects t/a Peaches Promotion - possible fraud/corruption 11 Masiqhame Trading 851 cc/NM Kama - possible fraud/corruption 13 Konnexus Trading - possible fraud/corruption 16 World Focus 2363 cc - possible fraud/corruption 94 Masiqhame Trading 100 cc - possible fraud/corruption 46 World Focus 2001 - possible fraud/corruption 30 Victory Ticket 797 cc/Laurence Dinge - possible fraud/corruption 11 Pace Care Training - competitive bidding not applied 629 Stellenbosch Satellite Technology Teaching - deviation from competitive bidding 1,703 ERD Transport - Declaration of interest incomplete 127 Ross Transport - Declaration of interest incomplete 216 Random Logic - Declaration of interest incomplete 2,649 Acceptance of quote without declaration of interest 80 Direct procurement of textbooks by non-section 21 schools 1,578 Direct procurement of textbooks by non-section 21 schools 397 Tender irregularities - supply of learning & teaching support material 7,254 Build a Way Construction (Pty) Ltd- no documentary proof of bid evaluation 4,891 Capital Security - written price quotations 18 Supedi - written price quotations 23 Frama Smart Mailing (Pty) Ltd - written price quotations 288 K-Way Institute - written price quotations 40 John Gibbon D Ed - written price quotation 100 Lynne's Catering - written price quotations 26 Overland Tours - written price quotations 30 Ruth Lundie- written price quotations 12 Imizamo Yethu Primary School-written price quotation 19 Levana Primary School - written price quotation 13 Benjamins Bus Service - written price quotation 30 SR Smith - written price quotation 26 Coalition Trading t/a Little Big Bookstore - written price quotation 30 Golden Rewards 1334 t/a UNCTHU - written price quotations 10 Masombukwe Painters and Renovators - no proof that quotations were requested 441 Mphemi and Designs Steel work - no proof that quotations were requested 173 Automated Office Equipment - no proof that quotations were requested 31

Amaqobokazana Catering - possible fraud/corruption




2011/12R'000

Incident (Disciplinary steps taken/criminal proceedings)Robdyl Builders & Renovators - no proof that quotations were requested 105 F& M Maintenance - no proof that qoutations were requested 120 Designer Steel - no proof that quotations were requested 138 Keystar Trading 2 - no proof that quotations were requested 163 LG Davids cc t/a LG Development - no proof that quotations were requested 98 World Focus 735CC - no proof that quotations were requested 46 ACE Stationery - no proof that quotations were requested 42 Distinctive Choice t/a ASAP Building - no proof that quotationsv were requested 190 Natis Plumbing and General Trading - no proof that quotations were requested 44 WM Spilhaus Wolseley - no proof that quotations were requested 60 Onaku Trading - no proof that quotations were requested 46 Kleinsmith and Sons Electrical - no proof that quotations were requested 112 A Isaacs Maintenance - no proof that quotations were requested 57 Autumn Skies Trading 401 - no proof that quotations were requested 30 Tygerberg Plumbing - no proof that quotations were requested 44 Glenn's Service - no proof that quotations were requested 42 Gilbert Plumbers (Pty) Ltd - no proof that quotations were requested 128 Little Hands Building Constructions - no proof that quotations were requested 107 Brombacher and Associates - final decision on quotation accepted 15 Shine the Way 792 - deliberate split of quotations 3,784 Kuyasa Tours and Shuttles - conflict of interest not declared 1 Sitha Construction - conflict of interest not declared 135 Woolf's Trophy World - conflict of interest not declared 10 Dependable Education Suppliers - conflict of interest not declared 325 Allies Hiring and Catering Services - conflict of interest not declared 8 Masiqhame Trading 1596 - conflict of interest not declared 181 Amaqobokazana Catering CC - conflict of interest not declared 10 Dynamic Choices 29 CC - conflict of interest not declared 1,268




2011/12R'000

Incident (Disciplinary steps taken/criminal proceedings)

Imvusa Trading 400 CC - conflict of interest not declared 15 Red Ray Electrical - conflict of interest not declared 5 Gavin January Boukontrakteur - conflict of interest not declared 165 Pinnacle Micro - no proof that quotations were requested 107 Acting allowance paid for longer than 12 months 42 Supply Chain Management non-compliance - various 7,427

36,337

24.3 Details of irregular expenditure condoned

Incident Condoned by (condoning authority)2 7

14 292

397

712

AR Kleinhans VLS 05629Overtime remuneration VLS 05632

Incorrect calculation of overtimeAcceptance of quote without declaration of interest

Direct procurement of textbooks by non-section 21 schools

24.4 Details of irregular expenditure recoverable (not condoned)

Incident Not Condoned by (condoning authority)

178

178

I can communications




2011/12R'000

24.5 Details of irregular expenditure under investigationIncident

1,5787,254

Build a Way Construction (Pty) Ltd - no documentary proof of bid evaluation 4,891Capital Security - written price quotations 18Supedi - written price quotations 23Frama Smart Mailing (Pty) Ltd - written price quotations 288K-Way Institute - written price quotations 40John Gibbon D Ed - written price quotations 100Lynne's Catering - written price quotations 26Overland Tours - written price quotations 30Ruth Lundie- written price quotations 12Imizamo Yethu Primary School - written price quotations 19Levana Primary School - written price quotations 13Benjamins Bus Service - written price quotations 30SR Smith - written price quotations 26Coalition Trading t/a Little Big Bookstore - written price quotations 30Golden Rewards 1334 t/a UNCTHU - written price quotations 10Masombukwe Painters and Renovators - no proof that quotations were requested 441Mpheni and Designs Steel work - no proof that quotations were requested 173Automated Office Equipment - no proof that quotations were requested 31Robdyl Builders & Renovators - no proof that quotations were requested 105F&M Maintenance - no proof that quotations were requested 120Designer Steel - no proof that quotations were requested 138Keystar Trading 2 - no proof that quotations were requested 163LG Davids cc t/a LG Development - no proof that quotations were requested 98World Focus 735CC - no proof that quotations were requested 46ACE Stationery - no proof that quotations were requested 42Distinctive Choice t/a ASAP Building - no proof that quotations were requested 190Natis Plumbing and General Trading - no proof that quotations were requested 44WM Spilhaus Wolseley - no proof that quotations were requested 60Onaku Trading - no proof that quotations were requested 46Kleinsmith and Sons Electrical - no proof that quotations were requested 112A Isaacs Maintenance - no proof that quotations were requested 57Autumn Skies Trading 401 - no proof that quotations were requested 30Tygerberg Plumbing - no proof that quotations were requested 44Glenn's Service - no proof that quotations were requested 42Gilbert Plumbers (Pty) Ltd - no proof that quotations were requested 128Little Hands Building Constructions - no proof that quotations were requested 107Brombacher and Associates - final decision on quotation accepted 15Shine the Way 792 - deliberate split of quotations 3,784

Direct procurement of textbooks by non-section 21 schools Tender irregularities - supply of learning & teaching support material




2011/12R'000

IncidentKuyasa Tours and Shuttles - conflict of interest not declared 1 Sitha Construction - conflict of interest not declared 135 Woolf's Trophy World - conflict of interest not declared 10 Dependable Educational Suppliers - conflict of interest not declared 325 Allies Hiring and Catering Services - conflict of interest not declared 8 Dynamic Choices 29CC - conflict of interest not declared 181 Amaqobokazana Catering CC - conflict of interest not declared 10 Dynamic Choices 29cc - conflict of interest not declared 1,268 Imvusa Trading 400CC- conflict of interest not declared 15 Red Ray Electrical - conflict of interest not declared 5 Gavin January Boukontrakteur - conflict of interest not declared 165 Pinnacle Micro - no proof that quotations were requested 107 Acting allowance paid longer than 12 Months 42 Supply Chain Management non-compliance - various 7,427

30,103

The department is investigating the full population of vouchers to determine the exact amount of irregular expenditure.

2011/12 2010/11

R'000 R'000 25. Fruitless and wasteful expenditure

25.1 Reconciliation of fruitless and wasteful expenditure Opening balance 108 645 Less: Amounts condoned - (537) Less: Amounts transferred to receivables for recovery (5) -

Fruitless and wasteful expenditure awaiting condonement 103 108

25.2 Analysis of awaiting condonement per economic classificationCurrent 103 108

Total 103 108

Note:

Exceeding of contract values

In the Accounting Officer's Report for the year ended 2009/10, regarding the construction of certain schools, i.e. Delft Secondary School, Mfuleni Primary School, Kalkfontein Primary School, Du Noon-Inkwenkwezi Primary School it was reported that in circumstances where the contractor exceeded the contract value to complete the contracts, the excess may be considered to be fruitless and wasteful expenditure. The conservative amount of possible fruitless and wasteful expenditure is estimated to be R1,75 million. However, this is subject to a possible claim receivable from guarantor. Claim against the contractor is subject to the outcome of the guarantee claim.




26. Related party transactions

Other 1. In terms of the definition for related parties, public ordinary schools are regarded as related parties and the

transactions thereto are disclosed under Annexure 1B. 2. During the year the department received services from the following related parties that are related to the

department as indicated: 2.1 The Western Cape Department of Transport & Public Works (DTPW)

The department occupied a building operated by the Western Cape DTPW free of charge. The department makes use of government motor vehicles which are managed by the Government Motor Transport (GMT) Section of the DTPW. This relationship is based on an arm’s length transaction in terms of tariffs approved by the Provincial Treasury.

2.2 The Western Cape Education Department received corporate services from the Corporate Services Centre of the Department of the Premier in the Western Cape Province in respect of the following service areas: - Information and Communication Technology - Organisational Development - Provincial Training (transversal) - Enterprise Risk Management - Internal Audit - Forensic Investigations - Legal Services

2.3 The Western Cape Education Department received security advisory services and security operations from the Department of Community Safety in the Western Cape Province.

2011/12 2010/11R'000 R'000

No. of Individuals

27. Key management personnelPolitical office bearers (provide detail below) 1 1 566 1 492 Officials:Level 15 to 16 4 4 937 4 585 Level 14 (incl CFO if at a lower level) 9 8 074 7 473 Family members of key management personnel 11 3 988 3 396

Total 18 565 16 946

Note 2011/12 2010/11

R'000 R'000

28. Impairment

Debtors 71 334 32 121 Total 71 334 32 121




29. Movable Tangible Capital Assets

Opening balance

Current Year Adjustments to prior year

balances Additions Disposals Closing balance

R’000 R’000 R’000 R’000 R’000 55 324 100 427 80 195 61 510 174 436

52 100 427 44 329 28 681 116 127 37 082 - 28 281 27 192 38 171 14 214 - 7 576 5 637 16 153

3 976 - 9 - 3 985

55 324 100 427 80 195 61 510 174 436 TOTAL MOVABLE TANGIBLE CAPITAL ASSETS

MACHINERY AND EQUIPMENTTransport assetsComputer equipmentFurniture and office equipmentOther machinery and equipment

MOVEMENT IN MOVABLE TANGIBLE CAPITAL ASSETS PER ASSET REGISTER FOR THE YEAR ENDED31 MARCH 2012

29.1

Cash Non-cash

(Capital work-in-progress

current costs and finance

lease payments)

Received current, not paid (Paid

current year, received prior

year) Total

R'000 R'000 R'000 R'000 R'000

MACHINERY AND EQUIPMENT 54 923 25 272 - - 80 195 Transport assets 19 071 25 258 - - 44 329 Computer equipment 28 267 14 - - 28 281 Furniture and office equipment 7 576 - - - 7 576 Other machinery and equipment 9 - - - 9

54 923 25 272 - - 80 195 TOTAL ADDITIONS TO MOVABLE TANGIBLE CAPITAL ASSETS

ADDITIONS TO MOVABLE TANGIBLE CAPITAL ASSETS PER ASSET REGISTER FOR THE YEAR ENDED31 MARCH 2012

Additions




29.2 Disposals

Sold for cash

Transfer out or destroyed or

scrapped Total disposals Cash received

Actual R'000 R'000 R'000 R'000

32 829 28 681 61 510 - - - 28 681 28 681 - -

27 192 - 27 192 - - 5 637 - 5 637 - -

32 829 28 681 61 510 - - TOTAL DISPOSAL OF MOVABLE TANGIBLE CAPITAL ASSETS

DISPOSALS OF MOVABLE TANGIBLE CAPITAL ASSETS PER ASSET REGISTER FOR THE YEAR ENDED 31 MARCH 2012

MACHINERY AND EQUIPMENTTransport assetsComputer equipmentFurniture and office equipment

29.3

Opening balance Additions Disposals

Closing balance

R’000 R’000 R’000 R’000

58 274 18 786 21 736 55 324

52 12 536 12 536 52

40 617 4 390 7 925 37 082 13 629 1 860 1 275 14 214

3 976 - - 3 976

58 274 18 786 21 736 55 324

Furniture and office equipmentOther machinery and equipment

TOTAL MOVABLE TANGIBLE CAPITAL ASSETS

Transport assets

Movement for 2010/11MOVEMENT IN MOVABLE TANGIBLE CAPITAL ASSETS PER ASSET REGISTER FOR THE YEAR ENDED 31 MARCH 2011

MACHINERY AND EQUIPMENT

Computer equipment

29.4

Specialised military assets

Intangible assets

Heritage assets

Machinery and

equipment Biological

assets Total R'000 R'000 R'000 R'000 R'000 R'000

- 1 345 - 21 344 - 22 689

- 2 232 - 32 514 - 34 746 - 2 225 - 32 506 - 34 731

- 1 352 - 21 352 - 22 704 TOTAL MINOR ASSETS

Minor assets

MOVEMENT IN MINOR ASSETS PER THE ASSET REGISTER FOR THE YEAR ENDED 31 MARCH 2012

Opening balance

AdditionsDisposals





Intangible assets

Heritage assets

Machinery and


assets Total R'000 R'000 R'000 R'000 R'000 R'000

- 1 305 - 22 783 - 24 088

- - - 14 - 14

- 1 556 - 22 148 - 23 704 - 1 516 - 23 601 - 25 117

- 1 345 - 21 344 - 22 689 TOTAL MINOR ASSETS

Minor Assets

MOVEMENT IN MINOR ASSETS PER THE ASSET REGISTER FOR THE YEAR ENDED 31 MARCH 2011

Opening balance

Curr Year Adjustments to Prior Yr Balances

AdditionsDisposals

29.5


Intangible assets

Heritage assets

Machinery and


assets Total

R'000 R'000 R'000 R'000 R'000 R'000

- - - 7 321 - 7 321

- - - 7 321 - 7 321

MOVABLE ASSETS WRITTEN OFF FOR THE YEAR ENDED 31 MARCH 2012

Assets written off

TOTAL MOVABLE ASSETS WRITTEN OFF


Intangible assets

Heritage assets

Machinery and


assets Total

R'000 R'000 R'000 R'000 R'000 R'000 - - - 8 151 - 8 151

- - - 8 151 - 8 151

MOVABLE ASSETS WRITTEN OFF FOR THE YEAR ENDED 31 MARCH 2011

Assets written off

TOTAL MOVABLE ASSETS WRITTEN OFF

Note: Transport assets include mobile classrooms and mobile schools. This is the first year that these items have been disclosed in the department’s financial statements. When unit/s become(s) permanent/fixed, the mobile unit will be transferred to the Department of Transport and Public Works. The mobile grade R classrooms, libraries and kitchen units will be accounted for in the 2012/13 financial year.




30. Intangible Capital Assets

Opening balance

Current year adjustments to prior year

balances Additions Disposals Closing balance

R'000 R'000 R'000 R'000 R'000 18 801 - 33 - 18 834

- - - - -

18 801 - 33 - 18 834

MOVEMENT IN INTANGIBLE CAPITAL ASSETS PER ASSET REGISTER FOR THE YEAR ENDED31 MARCH 2012

COMPUTER SOFTWARE

TOTAL INTANGIBLE CAPITAL ASSETS

30.1 Additions

Cash Non-cash

(Development work-in-progress

current costs )


current year, received

prior year) TotalR'000 R'000 R'000 R'000 R'000

1 850 - (1 817) - 33

1 850 - (1 817) - 33

ADDITIONS TO INTANGIBLE CAPITAL ASSETS PER ASSET REGISTER FOR THE YEAR ENDED 31 MARCH 2012

COMPUTER SOFTWARETOTAL ADDITIONS TO INTANGIBLE CAPITAL ASSETS

30.2

Opening balance Additions Disposals

Closing balance

R'000 R'000 R'000 R'000

16 018 2 783 - 18 801

16 018 2 783 - 18 801

Movement for 2010/11

TOTAL INTANGIBLE CAPITAL ASSETS

COMPUTER SOFTWARE

MOVEMENT IN INTANGIBLE CAPITAL ASSETS PER ASSET REGISTER FOR THE YEAR ENDED31 MARCH 2011




31. Immovable Tangible Capital Assets

Opening balance

Curr year adjustments to prior year

balances Additions DisposalsClosing balance

R'000 R'000 R'000 R'000 R'000

- - - - -

Non-residential buildings - - - - -

- - - - - TOTAL IMMOVABLE TANGIBLE CAPITAL ASSETS

BUILDINGS AND OTHER FIXED STRUCTURES

MOVEMENT IN IMMOVABLE TANGIBLE CAPITAL ASSETS PER ASSET REGISTER FOR THE YEAR ENDED 31 MARCH 2012

31.1

Cash Non-cash

(Capital work-in-progress

current costs and finance

lease payments)


current year, received

prior year) Total

612 467 - (612 467) - - Non-residential buildings 612 467 - (612 467) - -

612 467 - (612 467) - -

AdditionsADDITIONS TO IMMOVABLE TANGIBLE CAPITAL ASSETS PER ASSET REGISTER FOR THE YEAR ENDED 31 MARCH 2012

BUILDINGS AND OTHER FIXED STRUCTURES

TOTAL ADDITIONS TO IMMOVABLE TANGIBLE CAPITAL ASSETS




32. Statement of Conditional Grants Received

2010/11

NAME OF DEPARTMENT

Division of Revenue

Act/Provincial

Grants Roll OversDORA Adjust-

ments

Other Adjust-ments

Total Available

Amount received by

depart-ment

Amount spent by depart-ment

% of available

funds spent by dept

Division of

Revenue Act

Amount spent by department

R'000 R'000 R'000 R'000 R'000 R'000 R'000 % R'000 R'000

DINALEDI SCHOOLS GRANT 6,720 - - - 6,720 6,720 6,684 99 - - EDUCATION INFRASTRUCTURE GRANT

385,039 - - - 385,039 385,039 385,039 100 255,062 255,062

EXP PUB WORK P INC GRNT PROV-SOC

8,070 - - - 8,070 8,070 8,066 100 - -

FURTHER EDU & TRAIN COL GRANT

534,671 - - - 534,671 534,671 534,659 100 447,043 446,971

HIV/AIDS (LIFE SKILLS EDU) GRANT

16,388 - - - 16,388 16,388 14,088 86 15,392 14,440

NAT SCHOOL NUTRITION PROG GRNT

230,906 - - - 230,906 230,906 230,041 100 173,318 169,775

TECH SECON SCHOOL RECAP GRANT

8,619 - - - 8,619 8,619 8,610 100 3,288 3,253

Total 1,190,413 - - - 1,190,413 1,190,413 1,187,187 894,103 889,501

SPENTGRANT ALLOCATION

33. Finance lease commitments - GG vehicles

2011/12Within 1 year

2 - 5 years

More than 5 years

17 165 54 957 17 263

2010/11Within 1 year

2 - 5 years

More than 5 years

13 355 39 625 11 070

The Department of Education leased 521 vehicles from GMT during 2012. Daily tariffs are payable on a monthly basis,covering the operational costs and capital costs towards the replacement of vehicles.

GG vehicle daily tariff commitments were reclassified from operating lease commitments to finance lease commitments inthe 2011/12 AFS and hence restated for the 2010/11 comparatives.

As determined, the arrangement between the Western Cape Department of Education and GMT constitutes financeleases. The obligation in respect of the finance leases are presented below:

VOTE 5 ANNEXURES TO THE

ANNUAL FINANCIAL STATEMENTS for the year ended 31 March 2012


ANNEXURE 1A STATEMENT OF TRANSFERS TO DEPARTMENTAL AGENCIES AND ACCOUNTS

2010/11

Adjusted Total Actual ActualAppropriation Roll Overs Adjustments Available Transfer Expenditure

R'000 R'000 R'000 R'000 R'000 % R'000

SETA 5 256 - - 5 256 5 256 100 4 926

Total 5 256 - - 5 256 5 256 4 926

% of Available

funds transferred

TRANSFER ALLOCATION Transfer

DEPARTMENT/AGENCY/ACCOUNT




ANNEXURE 1B STATEMENT OF TRANSFERS TO NON-PROFIT INSTITUTIONS

2010/11

Adjusted appropriation

ActRoll Overs Adjust-

ments Total

availableActual

Transfer

% of Available

funds transferred

Actual Expenditure

R'000 R'000 R'000 R'000 R'000 % R'000

TransfersPUBLIC ORDINARY SCHOOLS 615 092 - 86 815 701 907 701 659 100 602 685 INDEPENDENT SCHOOLS 64 188 - - 64 188 63 554 99 59 696 SCHOOLS FOR LEARNERS WITH SPECIAL EDUCATION NEEDS

113 419 - 14 927 128 346 128 346 100 119 552

FURTHER EDUCATION AND TRAINING COLLEGES

234 855 - 9 073 243 928 243 928 100 165 042

ABET:PRIVATE CENTRES 24 916 - 2 332 27 248 27 248 100 24 987 ECD: GR-R-PUBLIC SCHOOLS 128 142 - (2 261) 125 881 125 881 100 150 753 ECD: GR-R-COMMUNITY 44 967 - 1 871 46 838 46 838 100 45 287 ECD: LEARNERSHIPS 53 439 - (634) 52 805 52 472 99 -

Total 1 279 018 - 112 123 1 391 141 1 389 926 1 168 002

TRANSFER ALLOCATION EXPENDITURE

NON-PROFITINSTITUTIONS




ANNEXURE 1C STATEMENT OF TRANSFERS TO HOUSEHOLDS

2010/11

R'000 R'000 R'000 R'000 R'000 % R'000

Transfers

H/H EMPL S/BEN:INJURY ON DUTY

1 126 - (890) 236 236 100 27

H/H EMPL S/BEN:LEAVE GRATUITY

7 307 - 28 922 36 229 36 228 100 32 730

H/H EMPL S/BEN:PST RETIRMT BENEF

2 213 - (2 125) 88 88 100 253

H/H EMPL S/BEN:SEVERANCE PACKAGE

- - 2 467 2 467 2 413 98 3 070

H/H:BURSARIES(NON-EMPLOYEE)

52 644 - (5 457) 47 187 47 187 100 45 720

H/H:CLAIMS AGAINST STATE(CASH)

- - 1 651 1 651 1 651 100 5 744

H/H:PMT/REFUND&REM-ACT/GRCE

- - 62 62 62 100 18

Total 63 290 - 24 630 87 920 87 865 87 562

Actual Expenditure

Adjusted Appropriation

ActRoll Overs Adjust-

ments Total Actual % of

TRANSFER ALLOCATION EXPENDITURE

HOUSEHOLDS




ANNEXURE 1D STATEMENT OF GIFTS, DONATIONS AND SPONSORSHIPS MADE AND REMISSIONS, REFUNDS AND PAYMENTS MADE AS AN ACT OF GRACE

2011/12 2010/11R'000 R'000

Paid in cash

WCED Soccer Club: Sponsorship for expenses 10 - Subtotal 10 -

Remissions, refunds and payments made as an act of graceCompensation for advisory service to MEC for Education 54 18 Parow East Primary School: Funeral costs of W Tromp 8 - Subtotal 62 18

Total 72 18

NATURE OF GIFT, DONATION OR SPONSORSHIP




ANNEXURE 2A STATEMENT OF FINANCIAL GUARANTEES ISSUED AS AT 31 MARCH 2012 - LOCAL

Original guaranteed capital

amount

Opening balance 1 /4/2011

Guaran-tees draw downs

during the year

Guaran-teed repay-ments/

cancelled/ reduced/

released during the year

Revalua-tionsClosing balance

31/3/2012

Guaran-teed interest for year

ended 31/3/ 2012

Realised losses not recover-able i.e. claims paid

out

R’000 R'000 R’000 R’000 R’000 R’000 R'000 R’000

Housing

0001 - STANDARD BANK OF S.A. LIMITED

- 38 116 - - 154 - -

0003 - NEDBANK LIMITED - 20 - 20 - - - -

0004 - FIRSTRAND BANK LIMITED: FIRST NATIONAL

- 227 - 59 - 168 - -

0010 - NEDBANK LTD INCORPORATING B O E

- 11 - 11 - - - -

0017 - ABSA - 471 - 29 - 442 - - 0052 - PEOPLES BANK LIMITED (FORMER FBC

- 13 - 13 - - - -

0055 - OLD MUTUAL BANK DIV. OF NEDBANK

- 21 - 21 - - - -

0444 - BOE BANK LIMITED - 16 - 16 - - - -

0516 - GREEN START HOME LOANS (PTY)LTD

- 90 - 25 - 65 - -

0530 - NATIONAL HOUSING FINANCE CORPORATION

- 67 - 67 - - - -

- 974 116 261 - 829 - -

Guarantee in respect ofGUARANTOR INSTITUTION




ANNEXURE 2B STATEMENT OF CONTINGENT LIABILITIES AS AT 31 MARCH 2012

Opening balance 1/4/2011

Liabilities incurred during

the year

Liabilities paid/ cancelled/

reduced during the year

Liabilites recoverable

(Provide details hereunder)

Closing balance

31/3/2012R’000 R’000 R’000 R’000 R’000

Claims against the department

Various claims 64,746 262,775 36,695 - 290,826 Subtotal 64,746 262,775 36,695 - 290,826

OtherMunicipal accounts *(See footnote) 33,415 10,250 - - 43,665

Subtotal 33,415 10,250 - - 43,665

Total 98,161 273,025 36,695 - 334,491

*It is not possible to determine the liabilities settled during the year as the municipal accounts are also settled by the schools.

Nature of liability




ANNEXURE 3 CLAIMS RECOVERABLE

Total

31/03/2012 31/03/2011 31/03/2012 31/03/2011 31/03/2012 31/03/2011R'000 R'000 R'000 R'000 R'000 R'000

DepartmentDEPT OF BASIC EDUCATION (AURECON) - - 840 - 840 - DEPT OF BASIC EDUCATION (WCED) - - 2 170 - 2 170 - DEPT OF BASIC EDUCATION(WC EDUCATION DEPT) - - 3 347 - 3 347 - NATIONAL DEPARTMENT OF LABOUR (DLB) - - 23 - 23 - DEPT OF DEFENSE (DDF) - - - 21 - 21 DEPT OF EDUCATION - NORTHERN CAPE (CED) - - 97 92 97 92 CENTRE FOR E-INNOVATION - - 143 - 143 - DEPT OF EDUCATION - EASTERN CAPE (EED) - - 584 562 584 562 DEPT OF EDUCATION - GAUTENG (JED) - - 72 - 72 - DEPT OF EDUCATION - NORTH WEST (NWE) - - 16 16 16 16 DEPT OF CULTURAL AFFAIRS & SPORT (WAC) - - 14 - 14 - DEPT OF PREMIER (WAM) - - 212 11 212 11 DEPT OF ECONOMIC DEVELOPMENT & TOURISM (WEE) - - 63 - 63 - WC PROVINCIAL TREASURY (WFE) - - 19 - 19 - DEPT OF LOCAL GOVERNMENT & HOUSING (WGA) - - 25 - 25 - DEPT OF HEALTH (WHW) - - 37 10 37 10 DEPT OF WATER AFFAIRS (WWA) - - - 18 - 18 DEPT OF TRANSPORT & PUBLIC WORKS (WWK) - - 7 347 260 7 347 260 DEPT OF EDUCATION - KWAZULU NATAL (ZED) - - 226 - 226 - DEPT OF COMMUNITY SAFETY (WSL) - - - 22 - 22

DEPT OF SOCIAL DEVELOPMENT (WSS) - - - 1 - 1 DEPT OF EDUCATION - FREE STATE (FED) - - - 35 - 35 DEPT OF HEALTH - FREE STATE (SHW) - - - 92 - 92

- - 15 235 1 140 15 235 1 140 Other Government EntitiesCAPE TEACHERS PROFFESIONAL ASSOCIATION (CTPA)

- - 99 99 99 99

DIE BURGER - - 185 41 185 41

VARIOUS SCHOOLS - - - 22 636 - 22 636 GOVERNMENT EMPLOYEES PENSION FUND (GEPF) - - 279 110 279 110

- - 563 22 886 563 22 886

- - 15 798 24 026 15 798 24 026

Government entity

Confirmed balance outstanding

Unconfirmed balance outstanding




ANNEXURE 4 INTER-GOVERNMENT PAYABLES

Total31/03/2012 31/03/2011 31/03/2012 31/03/2011 31/03/2012 31/03/2011

R'000 R'000 R'000 R'000 R'000 R'000

DEPARTMENTSCurrent

Public Works Department Free State - 23 - - - 23 Eastern Cape Education Department - - - 45 - 45 WC Department of the Premier 15 88 - - 15 88 WC Dept. of Justice & Constitutional Development

- 1 712 - - - 1 712

WC Dept. of Transport & Public Works - 3 509 - - - 3 509 WC Dept. of Community Safety - 30 - - - 30 Northern Cape Education Department - - 562 - 562 - Department of Justice & Constitutional Development

- - 1 636 - 1 636 -

WC Provincial Treasury 51 - - - 51 -

Total 66 5 362 2 198 45 2 264 5 407

Government entityConfirmed balance Unconfirmed balance


Part 4 – Human Resource Management

4. Human Resource Management 4.1 Service Delivery All departments are required to develop a Service Delivery Improvement (SDI) Plan. The following tables reflect the components of the SDI plan as well as progress made in the implementation of the plans. Table 4.1.1: Main services and service standards provided in terms of the Service Delivery Plan, 1 April 2011 to 31 March 2012

Main services Actual service beneficiaries Standard of service Actual achievement against

standards Providing access to information and advice primarily on service benefits and salary matters telephonically via a Call Centre

a) 40 310 employees of the WCED (31 831 Educators and 8 479 Public Servants)

Call Centre handles 144 000 calls annually

Reduce the number of “dropped” calls rate to 10%

96% of all enquiries are concluded on first call

4% referred to back-offices for follow-up via e-mail

Full implementation of tracking system for enquiries requiring follow-up

Chief Directorates for Human Resources (HR) and Financial Management (FM) to fully implement system for speedy resolution of escalated queries

Call Centre took 119 396 client service calls.

Call centre dropped 8.67% of client service calls.

Call Centre resolved 99.5% of client service queries first time.

0.5% (600 estimated) client service queries referred to back offices.

Tracking procedures included IMS, email, checklists and direct interaction with back offices.

Client service and multi-functional IHCM team managers liaise to resolve cases, with assistance from staff as required. FM has appointed a back office liaison officer to handle escalated queries.

Providing access to information to the WCED clients

± 40 310 employees of the WCED

± 1 131 000 learners and their parents

School Governing bodies to ± 1 453 schools

± 196 Independent schools

± 500 written correspondence received twice daily at 3 different post boxes, ± 60 faxes received daily via the fax machine & further reduction of complaints about missing documents

±650 written correspond-dence received twice daily at 3 post boxes, ± 60 faxes received daily via the fax machine.

3 Circulars and minutes disseminated to schools via the electronic circular system.

13 Provincial Govern-ment Departments and 4 directly linked National Departments

6 Circulars and minutes received for dissemination to schools daily via electronic circular system

Effective use of the IMS and Jtrack systems by 1100 Head Office and District Office officials

Full implementation of ECM e-Filing solution (document scanning system) for WCED Head Office

Effective use of the IMS and Jtrack systems by 1400 Head Office and District Office officials

e-Filing not implemented - awaiting provincial e-Filing Blueprint.


Table 4.1.2: Consultation arrangements with service beneficiaries, 1 April 2011 to 31 March 2012

Type of arrangement Actual achievements Comments (possible deviation)

Providing access to information and advice primarily on service benefits and salary matters telephonically via a Call Centre a) Human Resources conducts

roadshows to Districts to address HRM issues - the services offered by the Call Centre are also included in these roadshows

Call Centre advertised in each WCED publication and in response to requests for assistance.

b) Partnership training between front-office and back-office

Regular, joint training took place as required. c) Extend management meetings

between Directorates: Communications, HR Administration, HR Management and Financial Administration

Meetings took place regularly as required.

d) Dedicated annual questionnaire to clients on current standard and possible improvements

Customer satisfaction survey conducted in 200 schools with over 85% positive response. The Client Services Walk-in Centre also organised a dedicated survey. Response 80% positive.

Providing access to information to the WCED clients a) Customer satisfaction survey informs

the department of the perception of service delivery (Directorates determine the response to improve services rendered)

The third annual Customer Satisfaction Survey yielded 780 responses and the findings have informed improved business processes.

b) Circulars, management minutes and notices

Produced as required.

WCED Circulars, management minutes and notices, in three languages, are disseminated via the group lists and also posted on the WCED website.

Table 4.1.3: Service delivery access strategy, 1 April 2011 to 31 March 2012

Access Strategy Actual achievements

Providing access to information and advice primarily on service benefits and salary matters telephonically via a Call Centre a) 2nd Floor, Grand Central Building (via-telephone/professional

call centre) b) After-hours recording of enquiries

Call centre operational. After-hours recordings are answered the following morning.

Providing access to information to the WCED clients

a) 6th Floor Grand Central Building (General Registry) b) Private Bag 9114. Mail boxes at entrance of the Head Office

The General Registry provides a support service across the organisation and is accessible during office hours.


Table 4.1.4: Service information tool, 1 April 2011 to 31 March 2012

Types of information tool Actual achievements Providing access to information and advice primarily on service benefits and salary matters telephonically via a Call Centre a) Website b) Walk-in Centre Annually review the communication protocol based on effectiveness (vs. statistics and decisions within structured collective meetings)

Web site updated regularly. More than 1 million visits in 2011/12. Walk-in and Visitor centres received between 3 500 and 5 700 visitors a month. Client Services reviewed technology to further improve responsiveness.

Providing access to information to the WCED clients a) Record Management: document flow within the

department is communicated via Circulars, Management Minutes and notices

In addition to e-dissemination via the group lists, WCED Circulars, management minutes and notices are posted on the WCED website.

b) The promotion of access to information guidelines is a tool by which information can be obtained from the WCED

The WCED PAIA guidelines are accessible via the internet.

c) WCED Website is updated on the organisational structure and the appropriate services and their respective contact/responsible officials

The updated WCED organisational structure and PAIA guidelines are accessible via the internet.

d) Postal system The WCED postal system is well-maintained, fully operational and accessible to the clients.

Table 4.1.5: Redress mechanism, 1 April 2011 to 31 March 2012

Redress Mechanism Actual achievements

Providing access to information and advice primarily on service benefits and salary matters telephonically via a Call Centre Call centre manager to monitor complaints Ongoing, as required. Feedback facility on website 1 622 online queries. Complaints section Forms available. Client satisfaction forms at walk-in centre See Customer Satisfaction Survey. Client satisfaction measurement for call centre Client Service and other managers liaise on

complaints, as required. Complaints to back-office managers per district Annual update of contact details or as required Contact details updated, as required.

Providing access to information to the WCED clients Dedicated Post Office mail bags and mail boxes at entrances of office buildings

Accessible and dedicated Post Office mail bags and mail boxes are at the entrances of office building.

E-mail (Via Internet and Groupwise) Operational. Feedback facility on website Operational. Postal system The WCED postal system is well-maintained, fully

operational and accessible to the clients. WCED switchboard Operational.


4.2. Expenditure Education departments budget in terms of clearly defined programmes. The following tables summarise final audited expenditure by programme (Table 4.2.1) and by salary bands (Table 4.2.2). In particular, it provides an indication of the amount spent on personnel expenditure in terms of each of the programmes or salary bands within the department.

Programme Programme Designation Programme 1 Administration Programme 2 Public Ordinary School Education Programme 3 Independent School Education Programme 4 Public Special School Education Programme 5 Further Education and Training Colleges Programme 6 Adult Basic Education and Training Programme 7 Early Childhood Development Programme 8 Auxiliary and Associated Services

Table 4.2.1: Personnel expenditure by programme, 2011/12

Programme

Total Expenditure

(R’000)

Personnel Expenditure

(R’000)

Training Expenditur

e (R’000)

Goods & Services (R’000)

Personnel expenditure as

a % of total expenditure

Average per-sonnel ex-penditure

per employ-yee (R’000)

Number of Employees

Programme 1 532,038 252,346 9,640 - 1.89 287.74 877 Programme 2 10,896,316 8,732,150 43,661 - 65.35 247.29 35 312 Programme 3 63,554 - - - - - - Programme 4 791,341 607,313 - - 4.55 216.74 2 802 Programme 5 534,659 259,553 - - 1.94 262.71 988

Programme 6 33,098 *1,466 - - - *162.9 9

**4,204 - - 0.04 - - Programme 7 378,061 63,855 - - 0.48 285.07 224

Programme 8 132,086 ***22,358 - - 0.57 ***228.14 98

****53,826 - - - - - Total 13,361,153 9,997,071 53,301 - 74.82 248.00 40 310 *The personnel expenditure in respect of Programme 6 (Adult Basic Education and Training) amounting to R1,466m is in respect of the 9 full-time permanently employed employees. The indicated average personnel cost is therefore only in respect of the fulltime employees. **The amount of R4,204 m reflects the amount in respect of the expenditure pertaining to 44 educators appointed on a per-hourly basis for tuition at ABET-centres. ***The personnel expenditure in respect of Programme 8 (Auxiliary and Associated Services) amounting to R 22,358m, is in respect of the 98 full-time permanently employed employees. The indicated average personnel cost is therefore only in respect of the full-time employees. ****The amount of R53,826m reflects the amount in respect of the expenditure of Examiners/Moderators/Markers and temporary administrative support staff (for the 2011-Matric examinations).


Table 4.2.2: Personnel expenditure by salary bands 2011/12

Salary bands Personnel

Expenditure (R’000)

% of total personnel

expenditure

Average personnel expenditure per

employee (R’000)

Number of Employees

Lower skilled (Levels 1-2) 271,955 2.72 87.30 3 115

Skilled (Levels 3-5) 625,888 6.25 128.86 4 857

Highly skilled production (Levels 6-8) 5,799,832 57.93 245.41 23 633

Highly skilled supervision (Levels 9-12) 3,268,329 32.65 377.75 8 652

Senior management (Levels 13-16) 45,079 0.45 850,55 ##53

Total # 10,011,083 100.00 248.35 40 310 Note: # The total personnel expenditure in tables 4.2.1 and 4.2.2 differs because some personnel related payments are made directly on BAS. ##The total number of employees indicated in tables 4.2.1 and 4.2.2 above includes both public service staff and educators. The number of employees in the band 13 – 16 includes the 6 CEOs at the Further Education and Training Colleges. The following tables provide a summary per programme (Table 4.2.3) and salary bands (Table 4.2.4), of expenditure incurred as a result of salaries, overtime, housing allowance and medical assistance. In each case, the table provides an indication of the percentage of the personnel budget that was used for these items. Table 4.2.3: Salaries, Overtime, Housing Allowance and Medical Assistance by programme, 2011/12

Programme

Salaries Overtime Housing Allowance Medical Assistance

Amount (R’000)

Salaries as a % of

personnel expenditure

Amount (R’000)

Overtime as a % of personnel

expen-diture

Amount (R’000)

Housing Allowance as a % of personnel

expenditure

Amount (R’000)

Medical Assistance

as % of personnel

expenditure Programme 1 190,750 1.91 1,109 0.01 5,776 0.06 11,562 0.12

Programme 2 6,537,763 65.31 136 0.00 185,452 1.85 400,095 4.00

Programme 4 448,994 4.48 94 0.00 14,786 0.15 27,931 0.28

Programme 5 195,281 1.95 - 0.00 5,117 0.05 11,077 0.11

Programme 6 7,065 0.07 - 0.00 218 0.00 427 0.00

Programme 7 48,981 0.49 - 0.00 1,082 0.01 2,902 0.03

Programme 8 21,877 0.22 788 0.01 830 0.01 1,679 0.02

Total 7,450,711 74.42 2,127 0.02 213,261 2.13 455,673 4.55


Table 4.2.4: Salaries, Overtime, Housing Allowance and Medical Assistance by salary bands, 2011/12

Salary Bands

Salaries Overtime Housing Allowance Medical Assistance Amount (R’000)

Salaries as a % of

personnel expen-diture

Amount (R’000)

Overtime as a % of personnel

expen-diture

Amount (R’000)

Housing Allowance as a % of personnel

expen-diture

Amount (R’000)

Medical Assistance as a % of personnel

expenditure

Lower skilled (Levels 1-2) 192,646 1.92 133 0.00 13,489 0.13 14,969 0.15

Skilled (Levels 3-5) 446,687 4.46 824 0.01 23,812 0.24 37,508 0.37

Highly skilled production (Levels 6-8)

4,314,334 43.10 965 0.01 121,363 1.21 277,094 2.77

Highly skilled supervision (Levels 9-12)

2,470,412 24.68 205 0.00 54,590 0.55 125,385 1.25

Senior management (Levels 13-16)

26,632 0.27 - 0.00 7 0.00 717 0.01

Total 7,450,711 74.42 2,127 0.02 213,261 2.13 455,673 4.55 4.3. Employment and Vacancies The following tables summarise the number of posts on the establishment, the number of employees, the percentage of posts vacant, and whether there are any staff that are additional to the establishment. This information is presented using two key variables: - programme (Table 4.3.1) and salary band (Table 4.3.2). Table 4.3.1: Employment and vacancies by programme, as at 31 March 2012

Personnel Group

Programme Number of funded posts

Unfunded- Posts

Number of posts filled

Vacancy rate %

Number of persons additional to the establishment (excluding Pre-

primary Personnel

Total number of employees

All P

erso

nnel

Program 1 853 94 877 0.00 - 877 Program 2 35 453 554 35 057 1.12 255 35 312 Program 4 2 973 10 2 757 7.27 45 2 802 Program 5 1 219 134 988 18.95 - 988 Program 6 15 - 9 40.00 - 9 Program 7 15 - 224 0.00 - 224 Program 8 102 36 98 3.92 - 98 Total 40 630 828 40 010 1.53 300 40 310

Educ

ator

s

Program 1 105 17 126 0.00 - 126 Program 2 28 467 85 28 681 0.00 161 28 842 Program 4 1 792 - 1 805 0.00 24 1 829 Program 5 887 - 808 8.91 - 808 Program 6 4 - 2 50.00 - 2 Program 7 15 - **224 0.00 - **224 Program 8 - - - 0.00 - - Total 31 270 102 31 646 0.00 *185 31 831


Personnel Group

Programme Number of funded posts

Unfunded- Posts

Number of posts filled

Vacancy rate %

Number of persons additional to the establishment (excluding Pre-

primary Personnel


Publ

ic Se

rvice

Per

sonn

el Program 1 748 77 751 0.00 751 Program 2 6 986 469 6 376 8.73 94 6 470 Program 4 1 181 10 952 19.39 21 973 Program 5 332 134 180 45.78 - 180 Program 6 11 - 7 36.36 - 7 Program 7 - - - 0.00 - - Program 8 102 36 98 3.92 - 98 Total 9 360 726 8 364 10.64 115 8 479

Note: * In the case of educators additional to the establishment, the figures of only those educators who were duly identified as additional in terms of collective agreements are indicated. ** Programme 7: Posts of educator: pre-primary are abolished as they become vacant. The WCED adopted a policy according to which the vacated posts are replaced by a subsidy payment in an effort to create more learning sites for pre-primary learners (Early Childhood Development). 224 Educators in Programme 7 are Pre-Primary Personnel. These personnel are carried in additional posts. Note: As for educational institutions, the number of vacancies in respect of educators does not mean that the institution has fewer educators than the number of educators to which they are entitled. It merely indicates that the educator posts are not filled in a permanent capacity. In each case where the post is not permanently filled, a contract appointment is made to ensure that all educational institutions have the number of educators to which they are entitled. Table 4.3.2: Employment and vacancies by salary bands, as at 31 March 2012

Pers

onne

l Gr

oup

Salary Band Number of

funded posts

Unfunded Posts

Number of Posts

Filled

Vacancy Rate %

Number additional to establishment -

excluding pre-primary personnel


All P

erso

nnel

Lower Skilled (Levels 1-2) 3 639 409 3 163 13.08 45 3 208 Skilled (Levels 3-5) 4 299 147 3 825 11.03 30 3 855 Highly skilled production (Levels 6-8) 28 479 129 29 029 0.00 193 29 222 Highly skilled supervision (Levels 9-12) 4 163 143 3 940 5.36 32 3 972 Senior Management (Levels 13-16) 50 - 53 0.00 - 53 Total 40 630 828 40 010 1.53 300 40 310

Educ

ator

s

Lower Skilled (Levels 1-2) - - - 0.00 - - Skilled (Levels 3-5) - - - 0.00 - - Highly skilled production (Levels 6-8) 27314 2 27 904 0.00 153 28 057 Highly skilled supervision (Levels 9-12) 3956 100 3 742 5.41 32 3 774 Senior Management (Levels 13-16) - - - 0.00 - - Total 31 270 102 31 646 0.00 185 31 831


Pers

onne

l Gr

oup

Salary Band Number of

funded posts

Unfunded Posts

Number of Posts

Filled

Vacancy Rate %

Number additional to establishment -

excluding pre-primary personnel


Publ

ic Se

rvice

Pe

rson

nel

Lower Skilled (Levels 1-2) 3 639 409 3 163 13.08 45 3 208 Skilled (Levels 3-5) 4 299 147 3 825 11.03 30 3 855 Highly skilled production (Levels 6-8) 1 165 127 1 125 3.43 40 1 165 Highly skilled supervision (Levels 9-12) 207 43 198 4.35 - 198 Senior Management (Levels 13-16) 50 - 53 0.00 - 53 Total 9 360 726 8 364 10.64 115 8 479

Note: In the case of educators additional to the establishment, the figures of only those educators who were duly identified as additional in terms of collective agreements are indicated. The matching and placement of additional employees into vacant substantive posts is an ongoing process and is guided by the applicable collective agreements. In a further effort to promote the redeployment of additional employees, vacant posts are also regularly advertised in departmental vacancy lists. The WCED has developed a number of policy measures to ensure the optimal utilisation of the services of additional staff members. 4.4. Job Evaluation The Public Service Regulations, 1999, introduced job evaluation as a way of ensuring that work of equal value is remunerated equally. Within a nationally determined framework, executing authorities may evaluate or re-evaluate any job in the organisation. The Regulations require all vacancies on salary levels 9 and higher to be evaluated before they are filled. This was complemented by a decision by the Minister for Public Service and Administration that all SMS jobs must be evaluated before 31 December 2002. The following table (Table 4.4.1) summarises the number of posts that were evaluated during the year under review. The table also provides statistics on the number of posts that were upgraded or downgraded. Table 4.4.1: Job Evaluation, 1 April 2011 to 31 March 2012

Salary Band

Total number of posts

Number of posts

evaluated

% of posts evaluated by Salary Bands

Posts Upgraded Posts Downgraded

Number % of number of posts

Number % of number of posts

Lower skilled (Levels 1-2) 3 639 - 0.00 - 0.00 - 0.00 Skilled (Levels 3-5) 4 299 12 0.13 - 0.00 - 0.00 Highly skilled production (Levels 6-8) 1 165 15 0.16 - 0.00 - 0.00 Highly skilled supervision (Levels 9-12) 207 16 0.17 - 0.00 - 0.00 Senior Management Service Band A (Level 13) 36 - 0.00 - 0.00 - 0.00 Senior Management Service Band B (Level 14) 9 - 0.00 - 0.00 - 0.00 Senior Management Service Band C (Level 15) 4 - 0.00 - 0.00 - 0.00 Senior Management Service Band D (Level 16) 1 - 0.00 - 0.00 - 0.00 Total 9 360 43 0.46 - 0.00 - 0.00

Note: The 43 posts which were subjected to job evaluation came out on the same salary level and therefore no upgrades were made.


The following table provides a summary of the number of employees whose salary positions were upgraded due to their posts being upgraded. The number of employees might differ from the number of posts upgraded since not all employees are automatically absorbed into the new posts and some of the posts upgraded could also be vacant. Table 4.4.2: Profile of employees whose salary positions were upgraded due to their posts being upgraded, 1 April 2011 to 31 March 2012

Beneficiaries African Coloured Indian White Total Female 9 22 - 4 35

Male 1 5 - 2 8

Total 10 27 - 6 43 Employees with a disability 4

The following table summarises the number of cases where remuneration levels exceeded the grade determined by job evaluation (including higher notches awarded). Reasons for the deviation are provided in each case.

Table 4.4.3: Employees whose salary level exceed the grade determined by job evaluation, as at 31 March 2012 (in terms of PSR 1.V.C.3)

Major Occupation Number of employees

Job evaluation

level

Remuneration on a higher salary level

Remuneration on a higher notch of the same salary level

Reason for deviation

- - - - - -

- - - - - -

- - - - - - Total Number of Employees whose salaries exceeded the level determined by job evaluation (including awarding of higher notches) in 2011/2012 -

Percentage of total employment -

Table 4.4.4: Profile of employees whose salary level exceed the grade determined by job evaluation, as at 31 March 2012 (in terms of PSR 1.V.C.3)

Total Number of Employees whose salaries exceeded the grades determined by job evaluation in 2011/ 2012 Nil


4.5. Employment Changes Turnover rates provide an indication of trends in the employment profile of the department. The following tables provide a summary of turnover rates by salary band (Table 4.5.1) and by critical occupations (Table 4.5.2). (These "critical occupations" should be the same as those listed in Table 4.3.3). Table 4.5.1: Annual turnover rates by salary band, 1 April 2011 to 31 March 2012

Grou

p

Salary Band Number of Employees per band on 31/3/2011*

Appoint-ments

Transfers into the depart-ment

Appoint- ments and transfers into the

department

Termi-nations

Transfers out of

depart-ment

Termina-tions and transfers

out of depart-ment

Turn-over

rate %

All P

erso

nnel

Lower Skilled (Levels 1-2) 3 250 3 550 - 3 550 3 551 2 3 553 0.00 Skilled (Levels 3-5) 4 957 5 710 1 5 711 5 005 8 5 013 14.08 Highly skilled production (Levels 6-8) 23 810 10 113 25 10 138 10 022 40 10 062 0.32 Highly skilled supervision (Levels 9-12) 8 354 660 4 664 1 012 15 1 027 0.00 Senior Management Service Band A 39 3 - 3 5 2 7 0.00 Senior Management Service Band B 9 - - - 1 - 1 0.00 Senior Management Service Band C 3 - - - - - - 0.00 Senior Management Service Band D 1 - - - - - - 0.00 Total 40 423 20 036 30 20 066 19 596 67 19 663 1.00

Educ

ator

s

Lower Skilled (Levels 1-2) - - - - - - - 0.00 Skilled (Levels 3-5) 1 106 3 507 - 3 507 2 693 2 693 73.60 Highly skilled production (Levels 6-8) 22 445 9 812 19 9 831 9 659 33 9 692 0.62 Highly skilled supervision (Levels 9-12) 8 121 582 3 585 893 8 901 0.00 Senior Management Service Band A - - - - - - - - Senior Management Service Band B - - - - - - - - Senior Management Service Band C - - - - - - - - Senior Management Service Band D - - - - - - - - Total 31 672 13 901 22 13 923 13 245 41 13 286 2.01

Publ

ic Se

rvice

Lower Skilled (Levels 1-2) 3 250 3 550 - 3 550 3 551 2 3 553 0.00 Skilled (Levels 3-5) 3 851 2 203 1 2 204 2 312 8 2 320 0.00 Highly skilled production (Levels 6-8) 1 365 301 6 307 363 7 370 0.00 Highly skilled supervision (Levels 9-12) 233 78 1 79 119 7 126 0.00 Senior Management Service Band A 39 3 - 3 5 2 7 0.00 Senior Management Service Band B 9 - - - 1 - 1 0.00 Senior Management Service Band C 3 - - - - - - - Senior Management Service Band D 1 - - - - - - - Total 8 751 6 135 8 6 143 6 351 26 6 377 0.00

Note: Column 3 (number of employees) includes all Nature of Appointment (permanent, permanent on probation, temporary - NOA) and Supernumerary (SN) Personnel and excludes the Minister. Public Servants and Educators who do not occupy permanent positions are appointed on contract for closed periods. This includes employees appointed to substantive vacancies which arise as a result of natural attrition, deaths, promotions, etc., and employees (educators) appointed as substitutes in the place of those absent from duty because of sick leave, maternity leave, etc. This policy means that the same employee can be appointed up to four times in a particular reporting year because each contract is regarded as a new appointment. The expiry of the contract is regarded as a termination of service for reporting purposes and this is the reason for the exceptionally high number of terminations.


Table 4.5.2: Staff exiting the employ of the department, 1 April 2011 to 31 March 2012

Grou

p Termination type All Personnel

– Number % of Total Exits Number of exits as a % of

the total number of employees as at 31 March 2011

All P

erso

nnel

Death / Demise 112 0.60 0.30 Resignation 557 2.80 1.40 Expiry of contract 18 134 92.20 44.90 Dismissal - operational changes - 0.00 0.00 Dismissal – misconduct 77 0.40 0.20 Dismissal – inefficiency - 0.00 0.00 Discharged due to ill-health 73 0.40 0.20 Retirement 643 3.30 1.60 Employee initiated severance package - 0.00 0.00 Transfer to other Public service Departments 67 0.30 0.20 Grand Total 19 663 100.00 48.60

Educ

ator

s

Death / Demise 73 0.50 0.20 Resignation 465 3.50 1.50 Expiry of contract 12 167 91.60 38.40 Dismissal - operational changes - 0.00 0.00 Dismissal – misconduct 47 0.40 0.10 Dismissal – inefficiency - 0.00 0.00 Discharged due to ill-health 50 0.40 0.20 Retirement 443 3.30 1.40 Employee initiated severance package - 0.00 0.00 Transfer to other Public Service Departments 41 0.30 0.10 Grand Total 13 286 100.00 41.90

Publ

ic Se

rvice

Sta

ff

Death / Demise 39 0.60 0.40 Resignation 92 1.40 1.10 Expiry of contract 5 967 93.60 68.20 Dismissal - operational changes - 0.00 0.00 Dismissal – misconduct 30 0.50 0.30 Dismissal – inefficiency - 0.00 0.00 Discharged due to ill-health 23 0.40 0.30 Retirement 200 3.10 2.30 Employee initiated severance package - 0.00 0.00 Transfer to other Public Service Departments 26 0.40 0.30 Grand Total 6 377 100.00 72.90

Note: The "Expiry of Contract" number may seem to be high in comparison to other state departments and employers. The high figure is because the WCED has a policy by which employees are appointed on contract for short periods. These posts are regularly advertised within the framework of applicable collective agreements with a view to the permanent filling thereof at the earliest opportunity. Furthermore, substitute educators are appointed in the place of educators who utilise leave or are seconded. The shortest period for contract appointment in respect of an educator is two weeks.


Table 4.5.3: Reasons why staff resigned, 1 April 2011 to 31 March 2012

Grou

p

Termination type All Personnel - Number

% of Total Exits

All P

erso

nnel

Poor health 5 0.03 Better remuneration 26 0.13 Contract expired 3 0.02 Domestic problems 1 0.01 Emigration 4 0.02 Further studies 7 0.04 Marriage 2 0.01 Nature of work 16 0.08 No reason 19 103 97.48 Other education department 2 0.01 Other occupation 25 0.13 Reorganisation 3 0.02 Resigning of position 396 2.02 Pregnancy 2 0.01 Transfer to other system 1 0.01 Grand Total 19 596 100.00

Educ

ator

s

Poor health 5 0.04 Better remuneration 22 0.17 Contract expired 2 0.02 Domestic problems 1 0.01 Emigration 4 0.03 Further studies 7 0.05 Marriage 2 0.02 Nature of work 11 0.08 No reason 12 841 96.95 Other education department 2 0.02 Other occupation 14 0.11 Reorganisation 1 0.01 Resigning of position 330 2.49 Pregnancy 2 0.02 Transfer to other system 1 0.01 Grand Total 13 245 100.00

Publ

ic Se

rvice

Sta

ff

Poor health - 0.00 Better remuneration 4 0.06 Contract expired 1 0.02 Domestic problems - 0.00 Emigration - 0.00 Further studies - 0.00 Marriage - 0.00 Nature of work 5 0.08 No reason 6 262 98.60 Other education department - 0.00 Other occupation 11 0.17 Reorganisation 2 0.03 Resigning of position 66 1.04 Pregnancy - 0.00 Transfer to other system - 0.00 Grand Total 6 351 100.00


Table 4.5.4: Age groups of staff who resigned, 1 April 2011 to 31 March 2012

Ages Resig-

nations all staff

All staff - %

Resignations Public Service

Staff

Public Service - %

Resignations Educators

Educators - %

Ages 19< - 0.00 - 0.00 - 0.00 Ages 20 to 24 25 4.49 1 1.09 24 5.16 Ages 25 to 29 72 12.93 14 15.22 58 12.47 Ages 30 to 34 55 9.87 14 15.22 41 8.82 Ages 35 to 39 77 13.82 7 7.61 70 15.05 Ages 40 to 44 146 26.21 23 25.00 123 26.45 Ages 45 to 49 83 14.90 10 10.87 73 15.70 Ages 50 to 54 59 10.59 12 13.04 47 10.11 Ages 55 to 59 28 5.03 9 9.78 19 4.09 Ages 60 to 64 10 1.80 2 2.17 8 1.72 Ages 65> 2 0.36 - 0.00 2 0.43 Grand Total 557 100.00 92 100.00 465 100.00

Table 4.5.5: Granting of employee initiated severance packages by salary band, 1 April 2011 to 31 March 2012

Pers

onne

l Gr

oup

Salary Band Number of Packages Instated

All P

erso

nnel

Lower Skilled (Levels 1-2) - Skilled (Levels 3-5) - Highly skilled production (Levels 6-8) 3 Highly skilled supervision (Levels 9-12) 2 Senior Management Service Band A 1 Senior Management Service Band B - Senior Management Service Band C - Senior Management Service Band D - Total 6

Educ

ator

s

Lower Skilled (Levels 1-2) - Skilled (Levels 3-5) - Highly skilled production (Levels 6-8) 1 Highly skilled supervision (Levels 9-12) 1 Senior Management Service Band A - Senior Management Service Band B - Senior Management Service Band C - Senior Management Service Band D - Total 2


Pers

onne

l Gr

oup

Salary Band Number of Packages Instated

Publ

ic Se

rvice

Lower Skilled (Levels 1-2) - Skilled (Levels 3-5) - Highly skilled production (Levels 6-8) 2 Highly skilled supervision (Levels 9-12) 1 Senior Management Service Band A 1 Senior Management Service Band B - Senior Management Service Band C - Senior Management Service Band D - Total 4

Table 4.5.6: Promotions by salary band, 1 April 2011 to 31 March 2012

Pers

onne

l Gr

oup

Salary Band Employees

as at 31/3/ 2012

Promotion to another salary level

Salary Level promotions as a % of employees by salary band

Progressions to another

notch within a salary level

Notch progressions

as a % of employees by salary band

All p

erso

nnel

Lower Skilled (Levels 1-2) 3 250 - 0.00 1 241 38.18 Skilled (Levels 3-5) 4 957 8 0.16 2 741 55.30 Highly skilled production (Levels 6-8) 23 810 514 2.16 19 013 79.85

Highly skilled supervision (Levels 9-12) 8 354 949 11.36 7 408 88.68

Senior Management (Levels 13-16) 52 4 7.69 40 76.92

Total 40 423 1 475 3.65 30 443 75.31

Educ

ator

s

Lower Skilled (Levels 1-2) - - 0.00 - 0.00 Skilled (Levels 3-5) 1 106 - 0.00 323 29.20 Highly skilled production (Levels 6-8) 22 445 482 2.15 18 314 81.60

Highly skilled supervision (Levels 9-12) 8 121 929 11.44 7 253 89.31

Senior Management (Levels 13-16) - - 0.00 - 0.00

Total 31 672 1 411 4.46 25 890 81.74

Publ

ic se

rvice

Lower Skilled (Levels 1-2) 3 250 - 0.00 1 241 38.18 Skilled (Levels 3-5) 3 851 8 0.21 2 418 62.79 Highly skilled production (Levels 6-8) 1 365 32 2.34 699 51.21

Highly skilled supervision (Levels 9-12) 233 20 8.58 155 66.52

Senior Management (Levels 13-16) 52 4 7.69 40 76.92

Total 8 751 64 0.73 4 553 52.03


4.6. Employment Equity

The following table provides a summary of the total workforce profile per occupational levels. Temporary employees constitute workers employed for three consecutive months or less. The tables in this section are based on the formats prescribed by the Employment Equity Act, 55 of 1998.

Table 4.6.1: Total number of employees (including employees with disabilities) in each of the following occupational levels, as at 31 March 2012

Occupational Levels

Male Female Foreign Nationals Total

A C I W A C I W Male Female Top management (Levels 14-16) 2 3 1 2 1 2 1 1 - - 13

Senior management (Level 13) 3 13 1 10 5 6 - 2 - - 40

Professionally qualified and experienced specialists and mid-management (Levels 11-12)

128 637 10 297 72 148 6 79 1 1 1 379

Skilled technical and academically qualified workers, junior manage-ment, super-visors, foremen, and superinten-dents (Levels 8-10)

580 3 888 39 1 077 1297 4 915 48 2 368 4 8 14 224

Semi-skilled and discretionary decision making (Levels 4-7)

1 204 2 728 13 609 3 976 7 971 47 2 891 83 31 19 553

Unskilled and defined decision making (Levels 1-3)

615 1 897 4 103 391 1 888 1 147 40 15 5 101

Total 2 532 9 166 68 2 098 5 742 14 930 103 5 488 128 55 40 310

Table 4.6.2: Total number of employees (with disabilities only) in each of the following occupational levels, as at 31 March 2012

Occupational Levels Male Female Foreign Nationals

Total A C I W A C I W Male Female

Top management (Levels 14-16) - - - - - - - - - - -

Senior management (Level 13) - - - - - - - - - - -

Professionally qualified and experienced spe-cialists and mid-manage-ment (Levels 11-12)

- - - 1 - - - - - - 1

Skilled technical and academically qualified workers, junior manage-ment, supervisors, fore-men, and superinten-dents (Levels 8-10)

2 3 - 2 - 1 - 5 - - 13

Semi-skilled and discre-tionary decision making (Levels 4-7)

1 2 - 3 1 2 - 1 - - 10


2 3 - 1 1 4 - - - - 11

Total 5 8 - 7 2 7 - 6 - - 35


Table 4.6.3: Recruitment, 1 April 2011 to 31 March 2012


Total A C I W A C I W M F


Senior management (Level 13) - - - 3 - - - - - - 3

Professionally qualified and experienced specialists and mid-management (Levels 11-12)

17 28 - 26 - 11 - 5 1 - 88


64 891 11 151 240 1 026 3 251 3 - 2 640


656 1 596 10 275 2 280 4 664 35 1 546 209 92 11 364


656 1 901 12 165 544 2 034 4 351 205 69 5 941

Total 1 394 4 416 33 620 3 064 7 735 42 2 153 418 161 20 036

Table 4.6.4: Promotions, 1 April 2011 to 31 March 2012


Total A C I W A C I W Male Female


Senior management (Level 13) - 1 - 1 - 1 - 1 - - 4

Professionally qualified and experienced specia-lists and mid-manage-ment (Levels 11-12)

10 51 1 26 6 18 - 6 - - 118

Skilled technical and academically qualified workers, junior manage-ment, supervisors, foremen, and superin-tendents (Levels 8-10)

68 350 7 69 157 444 3 189 - - 1 287


1 4 - - 10 42 - 7 1 - 65


- 1 - - - - - - - - 1

Total 79 407 8 96 173 505 3 203 1 - 1 475


Table 4.6.5: Terminations, 1 April 2011 to 31 March 2012

Occupational Levels Male Female Foreign

Nationals Total A C I W A C I W Male Female

Top management (Levels 14-16) - - - 1 - - - - - - 1

Senior management (Level 13) - 3 - 2 - - - - - - 5

Professionally qualified and experienced spe-cialists and mid-manage-ment (Levels 11-12)

21 48 - 52 5 21 - 13 1 - 161


97 990 8 191 271 1 195 2 349 3 - 3 107


663 1 582 9 241 2 202 4 684 33 1 437 209 98 11 158


650 1 813 10 139 436 1 663 - 211 180 62 5 164

Total 1 431 4 436 27 626 2 914 7 563 35 2 010 393 161 19 596

Table 4.6.7: Skills development, 1 April 2011 to 31 March 2012

Occupational Levels Male Female

Total A C I W A C I W

Top management (Levels 14-16) - - - - - - - - -

Senior management (Level 13) 2 17 - 5 4 13 - 2 43 Professionally qualified and experienced specialists and mid-management (Levels 11-12)

686 1 840 19 922 1 501 3 250 30 1 188 9 436

Skilled technical and academically qualified workers, junior management, supervisors, foremen, and superintendents (Levels 8-10)

2 9 - 9 19 52 - 32 123

Semi-skilled and discretionary decision making (Levels 4-7) 80 99 3 16 162 368 1 107 836

Unskilled and defined decision making (Levels 1-3) 115 295 - 41 90 467 1 71 1 080

Grand Total 885 2 260 22 993 1 776 4 150 32 1 400 11 518


4.7. Signing of Performance Agreements by SMS Members Table 4.7.1: Signing of Performance Agreements by SMS Members, as at 31 May 2011

SMS Level

Number of funded SMS

posts per level

Number of SMS members

per level

Number of signed Performance

Agreements per level

Signed Performance Agreements as % of SMS

members per level

Director-General/ Head of Department 1 1 1 100.00

Salary level 16, but not HOD - - - 0.00

Salary Level 15 4 3 3 100.00

Salary Level 14 9 8 8 100.00

Salary Level 13 36 41 41 100.00

Total 50 53 53 100.00

Table 4.7.2: Reasons for not having concluded Performance Agreements with all SMS on 31 May 2011

Reasons for not concluding Performance Agreements with all SMS

N/A

Table 4.7.3: Disciplinary steps taken against SMS Members for not having concluded Performance Agreements on 31 May 2011

Disciplinary steps taken against SMS Members for not having concluded Performance Agreements N/A

4.8. Filling of SMS Posts Table 4.8.1: SMS posts information, as at 30 September 2011

SMS Level

Number of funded SMS posts per level

Number of SMS posts filled per

level

% of SMS posts filled per level

Number of SMS posts vacant per

level

% of SMS posts vacant

per level Funded Unfunded

Director-General/ Head of Department 1 - 1 100.00 - - Salary level 16, but not HOD - - - 0.00 - - Salary Level 15 4 - 3 75.00 1 25 Salary Level 14 8 1 8 100.00 1 12.5 Salary Level 13 36 - 41 113.89 - - Total 49 1 53 108.16 2 4.08


Table 4.8.2: SMS posts information, as at 31 March 2012

SMS Level

Number of funded SMS posts per level

Number of SMS posts filled per

level

% of SMS posts filled per level

Number of SMS posts vacant per

level

% of SMS posts vacant

per level Funded Unfunded

Director-General/ Head of Department 1 - 1 100.00 - 0

Salary level 16, but not HOD - - - 0.00 - 0

Salary Level 15 4 - 3 75.00 1 25

Salary Level 14 9 - 8 88.89 1 11.11

Salary Level 13 36 - 41 113.89 1 2.78

Total 50 - 53 106.00 3 6.00

Table 4.8.3: Advertising and Filling of SMS posts, as at 31 March 2012

SMS Level

Advertising Filling of Posts Number of Vacancies per

Level Advertised in 6 Months of becoming

Vacant

Number of Vacancies per

Level Filled in 6 Months after

becoming Vacant

Number of Vacancies per Level not Filled in 6 Months but Filled in

12 Months

Director-General/ Head of Department - - -

Salary level 16, but not HOD - - -

Salary Level 15 - - -

Salary Level 14 - - -

Salary Level 13 5 5 -

Total 5 5 - Table 4.8.4: Reasons for not having complied with the filling of funded vacant SMS posts – Advertised within 6 months and filled within 12 months after becoming vacant

SMS Level Reasons for non-compliance

Director-General/ Head of Department N/A

Salary level 16, but not HOD N/A

Salary Level 15 N/A

Salary Level 14 N/A

Salary Level 13 N/A Table 4.8.5: Disciplinary steps taken for not complying with the prescribed timeframes for filling SMS posts within 12 months

Disciplinary steps taken for not complying with the prescribed timeframes for filling SMS posts within 12 months

N/A


4.9. Performance Rewards To encourage good performance, the department has granted the following performance rewards allocated to personnel for the performance period 2010/11, but paid in the financial year 2011/12. The information is presented in terms of race, gender, and disability (Table 4.9.1), salary bands (table 4.9.2) and critical occupations (Table 4.9.3). Table 4.9.1: Performance Rewards by race, gender, and disability, 1 April 2011 to 31 March 2012

Race and Gender

Beneficiary Profile Cost

Number of beneficiaries

Total number of employees in

group

% of total within group

Cost (R’000)

Average cost (R’000) per beneficiary

African 150 1 694 8.85 712 4.75 Male 66 831 7.94 300 4.55

Female 84 863 9.73 412 4.90 Coloured 873 6 109 14.29 4,542 5.20

Male 279 2 632 10.60 1,493 5.35 Female 594 3 477 17.08 3,049 5.13

Indian 6 25 24.00 31 5.17 Male - 9 0.00 - -

Female 6 16 37.50 31 5.17 White 256 903 28.35 1,794 7.01

Male 26 186 13.98 269 10.35 Female 230 717 32.08 1,525 6.63

Employees with a disability 4 21 19.05 23 5.75

Total 1 289 8 752 14.73 7,102 5.51 Note: Educators do not receive performance rewards Table 4.9.2: Performance Rewards by salary bands for personnel below Senior Management Service, 1 April 2011 to 31 March 2012

Salary Bands

Beneficiary Profile Cost Number of

benefi-ciaries


in group

% of total

within salary bands

Cost (R’000)

Average cost (R’000)

per beneficiary

Cost as a % of the total personnel

expenditure

Public Service Personnel Lower skilled (Levels 1-2) 216 3 250 7.00 584 2.70 0.21 Skilled (Levels 3-5) 578 3 851 15.00 2,407 4.16 0.38

Highly skilled production (Levels 6-8) 433 1 365 32.00 2,966 6.85 0.05

Highly skilled supervision (Levels 9-12) 50 233 21.00 725 14.51 0.02

Total 1 277 8 699 15.00 6,682 5.23 0.07 Note: Educators do not receive performance rewards


Table 4.9.3: Performance related rewards (cash bonus), by salary band, for Senior Management Service, 1 April 2011 to 31 March 2012

Salary Bands

Beneficiary Profile Cost

Number of

benefi-ciaries


in group

% of total within salary

bands

Cost (R’000)

Average cost (R’000)

per beneficiary

Cost as a % of the total personnel

expenditure Senior Management Service Band A (Level 13) 8 39 21.00 285 35.68 0.63

Senior Management Service Band B (Level 14) 3 9 33.00 130 43.22 0.29

Senior Management Service Band C (Level 15) - 3 - - - -

Senior Management Service Band D (Level 16) - 1 - - - -

Total 11 52 21.00 415 37.74 0.92 4.10 Foreign Workers The tables below summarise the employment of foreign nationals in the department in terms of salary bands and by major occupation. The tables also summarise changes in the total number of foreign workers in each salary band and by each major occupation. Table 4.10.1: Foreign Workers by salary band, 1 April 2011 to 31 March 2012

Pers

onne

l Gr

oup

Salary Band 1 April 2011 31 March 2012 Change

Number % of total Number % of total Number

% in Salary Band

All P

erso

nnel

Lower Skilled (Levels 1-2) 3 1.67 3 1.64 - 0.00

Skilled (Levels 3-5) 75 41.67 69 37.70 -6 -8.00

Highly skilled production (Levels 6-8) 94 52.22 106 57.92 12 12.77

Highly skilled supervision (Levels 9-12) 8 4.44 5 2.73 -3 -37.50

Senior Management (Levels 13 - 16) - 0.00 - 0.00 - 0.00

Total 180 100.00 183 100.00 3 1.67

Educ

ator

s

Lower Skilled (Levels 1-2) - 0.00 - 0.00 - 0.00

Skilled (Levels 3-5) 70 41.67 66 37.71 -4 -5.71

Highly skilled production (Levels 6-8) 93 55.36 105 60.00 12 12.90



Total 168 100.00 175 100.00 7 4.17

Publ

ic Se

rvice

Lower Skilled (Levels 1-2) 3 25.00 3 37.50 - 0.00

Skilled (Levels 3-5) 5 41.67 3 37.50 -2 -40.00

Highly skilled production (Levels 6-8) 1 8.33 1 12.50 - 0.00



Total 12 100.00 8 100.00 -4 -33.33


4.11. Leave Utilisation for the period 1 January 2011 to 31 December 2011 The following tables provide an indication of the use of sick leave (Table 4.11.1) and incapacity leave (Table 4.11.2). In both cases, the estimated cost of the leave is also provided. Table 4.11.1(a): Sick leave, 1 January 2011 to 31 December 2011

Gro

up

Salary Band Total Days

Days with medical certify-cation

% days with

medical certify-cation

Number of Employees using sick

leave

% of total employees using sick

leave

Average days per

(sick) employee

Average days per

(all) employee

Estimated Cost

(R'000) on 261 days

All p

erso

nnel

Lower Skilled (Levels 1-2) 15 387 12 982 84.37 1 979 7.30 8 5 3,662

Skilled (Levels 3-5) 25 956 21 465 82.70 3 087 11.39 8 5 9,210 Highly skilled Pro-duction (Levels 6-8) 131 728 101 369 76.95 16 516 60.96 8 6 92,508

Highly skilled super-vision (Levels 9-12) 43 734 34 927 79.86 5 477 20.22 8 5 46,443

Senior Management (Levels 13-16) 152 108 71.05 34 0.13 4 3 454

Total 216 957 170 851 78.75 27 093 100.00 8 5 152,277

Educ

ator

s

Lower Skilled (Levels 1-2) - - 0.00 - 0.00 - - -

Skilled (Levels 3-5) 3 419 2 582 75.52 546 2.56 6 3 1,439 Highly skilled Produc-tion (Levels 6-8) 122 908 94 309 76.73 15 488 72.57 8 6 87,354

Highly skilled super-vision (Levels 9-12) 42 691 34 156 80.01 5 307 24.87 8 5 45,290

Senior Management (Levels 13-16) - - 0.00 - 0.00 - - -

Total 169 018 131 047 77.53 21 341 100.00 8 5 134,083

Publ

ic se

rvice

Lower Skilled (Levels 1-2) 15 387 12 982 84.37 1 979 34.41 8 5 3,662

Skilled (Levels 3-5) 22 537 18 883 83.79 2 541 44.18 9 6 7,771 Highly skilled produc-tion (Levels 6-8) 8 820 7 060 80.05 1 028 17.87 9 7 5,154

Highly skilled super-vision (Levels 9-12) 1 043 771 73.92 170 2.96 6 5 1,152

Senior Management (Levels 13-16) 152 108 71.05 34 0.59 4 3 454

Total 47 939 39 804 83.03 5 752 100.00 8 6 18,194


Table 4.11.1(b): Sick leave only, 1 January 2011 to 31 December 2011

Grou

p

Salary Band

Total Days

Days with


% days with


Number of Employees using sick

leave

% of total employees using

sick leave

Average days per

(sick) employee

Average days

per (all) employ-

yee

Estimated Cost

(R'000) on 261 days

All p

erso

nnel

Lower Skilled (Levels 1-2) 12 980 10 631 81.90 1 957 7.31 7 4 3,080 Skilled (Levels 3-5) 21 205 16 726 78.88 3 059 11.43 7 4 7,564 Highly skilled production (Levels 6-8) 108 603 78 570 72.35 16 300 60.93 7 5 75,952 Highly skilled supervision (Levels 9-12) 34 580 25 780 74.55 5 404 20.20 6 4 36,833 Senior Management (Levels 13-16) 152 108 71.05 34 0.13 4 3 454 Total 177 520 131 815 74.25 26 754 100.00 7 4 123,883

Educ

ator

s

Lower Skilled (Levels 1-2) - - 0.00 - 0.00 - - - Skilled (Levels 3-5) 3 001 2 164 72.11 542 2.57 6 3 1,244 Highly skilled production (Levels 6-8) 101 258 72 981 72.07 15 291 72.58 7 5 71,648 Highly skilled supervision (Levels 9-12) 33 569 25 041 74.60 5 234 24.84 6 4 35,720 Senior Management (Levels 13-16) - - 0.00 - 0.00 - - - Total 137 828 100 186 72.69 21 067 100.00 7 4 108,612

Publ

ic se

rvice

Lower Skilled (Levels 1-2) 12 980 10 631 81.90 1 957 34.41 7 4 3,080 Skilled (Levels 3-5) 18 204 14 562 79.99 2 517 44.26 7 5 6,320 Highly skilled production (Levels 6-8) 7 345 5 589 76.09 1 009 17.74 7 6 4,305 Highly skilled supervision (Levels 9-12) 1 011 739 73.10 170 2.99 6 4 1,113 Senior Management (Levels 13-16) 152 108 71.05 34 0.60 4 3 454 Total 39 692 31 629 79.69 5 687 100.00 7 5 15,272

Table 4.11.2: Incapacity leave, 1 January 2011 to 31 December 2011

Grou

p

Salary Band

Total Days = A

Days with medical certifi-

cation = B1

% days with

medical certifi-

cation = B

Number of em-

ployees using sick

leave = C

% of total employees using sick leave = D

Average days per

(sick) employee =

E

Average days per

(all) employee =

E

Estimated cost

(R'000) on 261 days =

F

All p

erso

nnel

Lower Skilled (Levels 1-2) 2 407 2 351 97.67 59 5.97 41 1 582 Skilled (Levels 3-5) 4 751 4 739 99.75 104 10.52 46 1 1,645 Highly skilled production (Levels 6-8) 23 125 22 799 98.59 600 60.67 39 1 16,554 Highly skilled supervision (Levels 9-12) 9 154 9 147 99.92 226 22.85 41 1 9,609 Senior Management (Levels 13-16) - - 0.00 - - - - - Total 39 437 39 036 98.98 989 100.00 40 1 28,390

Educ

ator

s

Lower Skilled (Levels 1-2) - - - - - - - - Skilled (Levels 3-5) 418 418 100.00 9 1.16 46 0 195 Highly skilled production (Levels 6-8) 21 650 21 328 98.51 545 70.14 40 1 15,705 Highly skilled supervision (Levels 9-12) 9 122 9 115 99.92 223 28.70 41 1 9,570 Senior Management (Levels 13-16) - - - - - - - - Total 31 190 30 861 98.95 777 100.00 40 1 25,469

Publ

ic se

rvice

Lower Skilled (Levels 1-2) 2 407 2 351 97.67 59 27.83 41 1 582 Skilled (Levels 3-5) 4 333 4 321 99.72 95 44.81 46 1 1,451 Highly skilled production (Levels 6-8) 1 475 1 471 99.73 55 25.94 27 1 849 Highly skilled super-vision (Levels 9-12) 32 32 100.00 3 1.42 11 - 39 Senior Management (Levels 13-16) - - - - - - - - Total 8 247 8 175 99.13 212 100.00 39 1 2,922


Table 4.11.3 summarises the utilisation of annual leave. The wage agreement concluded with trade unions in the PSCBC in 2000 requires management of annual leave to prevent high levels of accrued leave being paid at the time of termination of service. Table 4.11.3: Annual Leave, 1 January 2011 to 31 December 2011

Grou

p

Salary Band Total Days taken

Average number of days taken

per employee

Number of employees with annual

leave

All p

erso

nnel

Lower Skilled (Levels 1-2) 22 358 11 2 074

Skilled (Levels 3-5) 32 730 12 2 711

Highly skilled production (Levels 6-8) 27 506 6 4 345

Highly skilled supervision (Levels 9-12) 27 118 8 3 292

Senior Management (Levels 13-16) 1 082 20 55

Total 110 794 9 12 477

Educ

ator

s

Lower Skilled (Levels 1-2) - - -

Skilled (Levels 3-5) 109 5 20


Highly skilled supervision (Levels 9-12) 22 841 7 3 051

Senior Management (Levels 13-16) - - -

Total *32 236 5 6 276

Publ

ic se

rvice

Lower Skilled (Levels 1-2) 22 358 11 2 074

Skilled (Levels 3-5) 32 621 12 2 691


Highly skilled supervision (Levels 9-12) 4 277 18 241

Senior Management (Levels 13-16) 1 082 20 55

Total 78 558 13 6 201 The annual leave entitlements and measures in respect of office-based educators make provision for office-based educators to qualify for annual leave of between 22, 26 and 28 days per annum, based on the number of years of service. All institution-based educators are regarded as being on annual leave during institution closure periods.


Table 4.11.4: Capped leave, 1 January 2011 to 31 December 2011

Grou

p Salary Band Total

capped leave

available as at

31/12/2011

Total days of capped leave taken

Number of employees

using capped leave

Average number of days

taken per employee

Number of employees

with capped leave as at 31/12/2011

Total capped leave

available as at

31/12/2011

All p

erso

nnel

Lower Skilled (Levels 1-2) 44 075 1 907 73 26 895 38 191 Skilled (Levels 3-5) 120 541 8 652 217 40 1 727 112 415 Highly skilled production (Levels 6-8) 609 921 26 425 3 659 7 9 351 508 104 Highly skilled supervision (Levels 9-12) 504 576 30 682 2 734 11 7 271 539 508 Senior Management (Levels 13-16) 3 683 23 5 5 30 3 646 Total 1 282 796 67 689 6 688 10 19 274 1 201 865

Educ

ator

s

Lower Skilled (Levels 1-2) - - - - - - Skilled (Levels 3-5) 5 658 469 24 20 56 4 037 Highly skilled production (Levels 6-8) 545 770 23 124 3 515 7 8 321 447 133 Highly skilled supervision (Levels 9-12) 497 483 30 201 2 721 11 7 174 531 782 Senior Management (Levels 13-16) - - - - - - Total 1 048 911 53 794 6 260 9 15 551 982 953

Publ

ic se

rvice

Lower Skilled (Levels 1-2) 44 075 1 907 73 26 895 38 191 Skilled (Levels 3-5) 114 883 8 183 193 42 1 671 108 378 Highly skilled production (Levels 6-8) 64 151 3 301 144 23 1 030 60 971 Highly skilled supervision (Levels 9-12) 7 093 481 13 37 97 7 725 Senior Management (Levels 13-16) 3 683 23 5 5 30 3 646 Total 233 885 13 895 428 32 3 723 218 912

The following table summarises payments made to employees as a result of leave that was not taken. Table 4.11.5: Leave pay-outs, 1 April 2011 to 31 March 2012

Reason Total

Amount (R’000)

Number of Employees

Average payment per employee

Leave pay-outs for 2011/12 due to non-utilisation of leave for the previous cycle - - -

Capped leave pay-outs on termination of service for 2011/12 25,242 423 59,673

Current leave pay-outs on termination of service 2011/12 - - -

Total 25,242 423 59,673


4.12. HIV and AIDS & Health Promotion Programmes Table 4.12.1: Steps taken to reduce the risk of occupational exposure, 1 April 2011 to 31 March 2012

Units/categories of employees identified to be at high risk of contracting HIV & related diseases (if any)

Key steps taken to reduce the risk

Educators and Support Staff (school nurses, cleaning staff, educators in laboratories, engineering and school secretaries)

Brochure with procedures to follow on occupational exposure. Each education institution has a health and safety committee.

Table 4.12.2: Details of Health Promotion and HIV and AIDS Programmes (tick the applicable boxes and provide the required information), 1 April 2011 to 31 March 2012

Question Yes No Details, if yes

1. Has the department designated a member of the SMS to implement the provisions contained in Part VI E of Chapter 1 of the Public Service Regulations, 2001? If so, provide her/his name and position.

x Mr Matthys Cronje Director: Human Resource Management

2. Does the department have a dedicated unit or has it designated specific staff members to promote the health and well-being of your employees? If so, indicate the number of employees who are involved in this task and the annual budget that is available for this purpose.

x The WCED has two specific programmes aimed at health and well-being i.e. the HIV/AIDS Life Skills Orientation Programme (LSOP) and the HIV and AIDS in the Workplace (HWP). These two programmes support each other in terms of training and advocacy. The WCED Employee Health & Wellness Programme has two officials responsible for this programme on Assistant Director level and Human Resource Clerk level. Budget = R 1 783 026

3. Has the department introduced an Employee Assistance or Health Promotion Programme for your employees? If so, indicate the key elements/services of this Programme.

x This programme provides on-going support in respect of the psychological, emotional and lifestyle needs of our employees. It is an Employee Health and Wellness Management Programme focusing on, amongst others, HIV and AIDS, stress, financial management, relationships, legal matters, family matters, substance abuse and trauma debriefing. These services are provided by private service providers to ensure confidentiality. This programme also addresses health and wellness issues of employees through Employee Health and Wellness Awareness Days. The aim of these days is to promote healthy lifestyles and raise awareness around services which the WCED offers to its employees. In addition, Health Promotion Awareness takes place according to days noted in the Department of Health’s Health Calendar.

4. Has the department established (a) committee(s) as contemplated in Part VI E.5 (e) of Chapter 1 of the Public Service Regulations, 2001? If so, please provide the names of the members of the committee and the stakeholder(s) that they represent.

x The Director: Human Resource Management, responsible Deputy Director and responsible Assistant Director manage the programme and provide quarterly reports to employee parties who also provide support to the programme.


Question Yes No Details, if yes

5. Has the department reviewed its employment policies and practices to ensure that these do not unfairly discriminate against employees on the basis of their HIV status? If so, list the employment policies/practices so reviewed.

x The WCED adopted its own HIV and AIDS Policy in the Workplace, based on the Framework provided by the Provincial Government, which is supported by the HIV&AIDS Transversal policy and Employee Health & Wellness Transversal framework.

6. Has the department introduced measures to protect HIV-positive employees or those perceived to be HIV-positive from discrimination? If so, list the key elements of these measures.

X The WCED provides regular awareness-raising of the proper context in which HIV and AIDS should be perceived. Unique matters regarding HIV and AIDS, e.g. Confidentiality, disclosure, VCT, etc. are in the WCED’s HIV and AIDS Policy and adherence to these are part of line management’s responsibility.

7. Does the department encourage its employees to undergo Voluntary Counselling and Testing? If so, list the results that you have you achieved.

X HIV Counselling Testing (HCT) is integrally part of broad health assessments conducted during Health and Wellness Awareness Days. The participation of HCT is on average 40% of those who attend the Awareness Days.

8. Has the department developed measures/ indicators to monitor and evaluate the impact of its health promotion programme? If so, list these measures/indicators.

X Monthly and quarterly reports are received from the Employee Health and Wellness service provider indicating the utilisation of the services offered.

Note: The Department of Health co-ordinates the Provincial Employee Aids Programme of which the WCED is part. It gives constructive direction regarding the following key elements / services:

1. Education and awareness in the workplace 2. Conducting of an HIV/AIDS audit in the workplace to determine infrastructural needs e.g. First Aid kits 3. Preventative programmes e.g. distribution of condoms 4. Promoting universal precautions e.g. safety measures to be observed when dealing with blood and body

fluids of injured persons 5. Voluntary Counseling and Testing 6. Promotion of support to HIV/AIDS-infected employees DPSA: Employee Health and Wellness Strategic Framework emphasises compliance in regard to HIV/AIDS and TB Management which recommends that core functions of EH&W in the workplace are to: 1. Mitigate the impact of HIV and AIDS and create an enabling social environment for Care, Treatment and

Support. 2. Implement the Employee Health and Wellness Day programme for HIV infected and affected work

community 3. Implementation of Peer Educator programme for employees, targeting behavioural risks

Medical Assistance for the treatment and care of employees living with HIV/AIDS is provided by GEMS, other medical aids and primary healthcare facilities.


4.13. Labour Relations The following collective agreements were entered into with trade unions within the department. Table 4.13.1: Collective agreements, 1 April 2011 to 31 March 2012

Total collective agreements Nil The following table summarises the outcome of disciplinary hearings conducted within the department for the year under review. Table 4.13.2: Misconduct and disciplinary hearings finalised, 1 April 2011 to 31 March 2012

Type of misconduct Number % of total

Theft, bribery, fraud or act of corruption in regard to examinations 8 2.81 Sexual assault on learner 25 8.77 Sexual assault on other employee - 0.00 Sexual relationship with learner of the same school 1 0.35 Serious assault with intention to cause grievous bodily harm to a learner or student - 0.00 Serious assault with intention to cause grievous bodily harm to another employee - 0.00 Illegal possession of an intoxicating illegal or stupefying substance - 0.00 Fails to comply with or contravenes an Act or any other statute, regulation or legal obligation - 0.00 Wilfully or negligently mismanages the finances of the State 14 4.91 Misuse of state property 5 1.75 Unjustifiably prejudices the administration, discipline or efficiency of the Department 5 1.75 Misuses his or her position in the department to promote or to prejudice the interests of any person - 0.00 Accepts second employment and / or compensation without written approval from the Employer - 0.00 Fails to carry out a lawful order and / or routine instruction 7 2.46 Absenteeism 19 6.67 Discrimination - 0.00 Poor performance, for reasons other than incapacity 7 2.46 While on duty, is under the influence of intoxicating substance 12 4.21 Improper, disgraceful and unacceptable conduct 17 5.96 Assaults, or attempts to or threatens to assault 104 36.49 Victimisation and / or intimidation - 0.00 Give false statements or evidence in the execution of duties, and / or falsification of records - 0.00 Unlawful industrial action 13 4.56 Common law or statutory offence (theft, fraud and corruption) 13 4.56 Dishonesty 5 1.75 Abscondment 30 10.53 Total 285 100


Table 4.13.3: Types of misconduct addressed at disciplinary hearings, 1 April 2011 to 31 March 2012

Outcomes of disciplinary hearings Number % of total

Correctional counselling 1 0.22

Verbal warning 3 0.66

Written warning 9 1.98

Final written warning 184 40.53

Suspension without pay 25 5.51

Fine 131 28.85

Demotion 1 0.22

Dismissal/desertion 83 18.28

Not guilty 4 0.88

Case withdrawn 13 2.86

Total 454 100.00 Table 4.13.4: Grievances lodged, 1 April 2011 to 31 March 2012

Grievances lodged Number % of Total

Number of grievances resolved 334 73.09

Number of grievances not resolved 123 26.91

Total number of grievances lodged 457 100.00

Table 4.13.5: Disputes lodged with Councils, 1 April 2011 to 31 March 2012

Disputes lodged with Councils Number % of Total

Number of disputes upheld 77 37.38

Number of disputes dismissed 129 62.62

Total number of disputes lodged 206 100.00

Table 4.13.6: Strike actions, 1 April 2011 to 31 March 2012

Strike actions Number

Total number of person working days lost 859

Total cost (R’000) of working days lost 638

Amount (R’000) recovered as a result of no work no pay 0* Note: The protest action took place on 7 March 2012 and as a consequence there was not sufficient opportunity to implement the deductions before the end of the financial year 2011/12. The deductions will take place during the financial year 2012/13.


Table 4.13.7: Precautionary suspensions, 1 April 2011 to 31 March 2012

Precautionary suspensions Number

Number of people suspended: Public servants. Number of people suspended: Educators.

12 35

Number of public servant whose suspension exceeded 30 days Number of educators whose suspension exceeded 90 days

12 19

Average number of days suspended 88.97

Cost (R’000) of suspensions 2,578 4.14. Skills development This section highlights the efforts of the department with regard to skills development. The tables reflect the training needs as at the beginning of the period under review, and the actual training provided. Table 4.14.1: Training needs identified, 1 April 2011 to 31 March 2012

Occupational Categories Gender Number of

employees as at 1 April 2011

Training needs identified at start of reporting period

Learner-ships

Skills Pro-grammes & other short

courses

Other forms of training

Total

Legislators, senior officials and managers Female 1 482 - 968 - 968 Male 2 437 - 1 234 - 1 234

Professionals Female 19 062 - 4 102 - 4 102 Male 7 979 - 2 527 - 2 527

Technicians and associate professionals Female 148 - - - - Male 131 - - - -

Clerks Female 1 889 - 750 - 750 Male 308 - 269 - 269

Service and sales workers Female 6 - - - - Male 25 - - - -

Skilled agriculture and fishery workers Female - - - - - Male - - - - -

Craft and related trades workers Female 1 - - - - Male 12 - - - -

Plant and machine operators and assemblers Female 2 018 - 121 - 121 Male 2 301 - 110 - 110

Elementary occupations Female - - - - - Male - - - - -

Sub Total Female 24 621 - 5 941 - 5 941 Male 13 215 - 4 140 - 4 140

Total 37 836 - 10 081 - 10 081

Employees with disabilities Female 15 - 6 - 6 Male 21 - 6 - 6

Note: There is no alignment between the Organising Framework for Occupations (OFO) reported to the SETAs and the occupation categories listed under the Code of Remuneration (CORE). The Department has aligned the CORE occupation categories with the OFO occupation categories for reporting purposes in respect of the number of employees.


Table 4.14.2: Training provided, 1 April 2011 to 31 March 2012

Note: There is no alignment between the Organising Framework for Occupations (OFO) reported to the SETAs and the occupation categories listed under the Code of Remuneration (CORE). The Department has aligned the CORE occupation categories with the OFO occupation categories for reporting purposes in respect of the number of employees.

Occupational Categories Gender

Number of employees as at 31 March

2012

Training provided within the reporting period Learner-

ships Skills

Programmes & other short

courses

Other forms of training

Total

Legislators, senior officials and managers Female 1 551 - 1505 - 1505

Male 2 463 - 1079 - 1079

Professionals Female 20 132 - 4174 - 4174

Male 8 345 - 2416 - 2416

Technicians and associate professionals Female 297 - 14 - 14

Male 203 - - - -

Clerks Female 1 972 - 615 - 615

Male 269 - 224 - 224

Service and sales workers Female 5 - 39 - 39

Male 24 - 24 - 24

Skilled agriculture and fishery workers Female - - - - -

Male - - - - -

Craft and related trades workers Female - - - - -

Male - - - - -

Plant and machine operators and assemblers Female - - - - -

Male 24 - - - -

Elementary occupations Female 2 361 - 162 - 162

Male 2 664 - 278 - 278

Sub Total Female 26 318 - 6509 - 6509

Male 13 992 - 4021 - 4021

Total 40 310 - 10530 - 10530

Employees with disabilities Female 15 - 3 - 3

Male 20 - 2 - 2


4.15. Injury on Duty The following tables provide basic information on injury on duty. Table 4.15.1: Injury on duty, 1 April 2011 to 31 March 2012

Pers

onne

l Gr

oup

Nature of Injury on Duty Number % of total

All p

erso

nnel

Required basic medical attention only 96 83.48

Temporary Total Disablement 18 15.65

Permanent Disablement 1 0.87

Fatal 0 0.00

Total 115 100.00

Percentage of total employment 0.29

Educ

ator

s




Fatal 0 0.00

Total 56 100.00

Percentage of total employment 0.18

Publ

ic Se

rvice

Pe

rson

nel




Fatal 0 0.00

Total 59 100.00

Percentage of total employment 0.70 4.16. Utilisation of Consultants Table 4.16.1: Report on consultant appointments using appropriated funds, 1 April 2011 to 31 March 2012

Project Title Total number of consultants that worked on the project

Duration: Work days

Contract value in Rand

- - - -

Total number of projects Total individual consultants Total duration: Work days

Total contract value in Rand

- - - -


Table 4.16.2: Analysis of consultant appointments using appropriated funds, in terms of Historically Disadvantaged Individuals (HDIs), 1 April 2011 to 31 March 2012

Project Title Percentage ownership by HDI groups

Percentage management by HDI groups

Number of Consultants from HDI groups that work on the project

- - - -

Table 4.16.3: Report on consultant appointments using Donor funds, 1 April 2011 to 31 March 2012

Project Title Total Number of consultants that worked on the project

Duration: Work days

Donor and Contract value in Rand

- - - -

Total number of projects Total individual consultants Total duration: Work days

Total contract value in Rand

- - - -

Table 4.16.4: Analysis of consultant appointments using Donor funds, in terms of Historically Disadvantaged Individuals (HDIs), 1 April 2011 to 31 March 2012

Project Title Percentage ownership by HDI groups

Percentage management by HDI groups

Number of Consultants from HDI groups that work on the project

- - - -

Deputy Director General

Education Planning

Deputy Director General Curriculum and Assessment Management

Deputy Director General Institution Development and Coordination

Deputy Director GeneralBranch Corporate Services

Chief Director

Business Intelligence Management

Chief Director

Physical Resources

Chief Director

Assessment and Examinations

Chief Director

Curriculum Development

Chief Director

Districts

Chief Director

FET Colleges

Chief DirectorInstitutional Manage-ment and Governance Planning and Specialised Education

Director

Research

Director

Infrastructure Planning and Management

Director

Assessment Management

Director

Curriculum GET (including e-Learning)

Director

Cape Teaching and Leadership Institute

Director

Metropole Central Education District

Director

Metropole South Education District

CEO

West Coast

Director Institutional Management and Governance Planning (incl. Safe Schools)

Director

Policy Coordination

DirectorKnowledge and Information Management

Director

Quality Assurance

DirectorInstitutional Resource Support (including Library Services)

Director

Examinations Administration

Director

Curriculum FET (including e-Learning)

Director

Metropole East Education District

Director

Metropole North Education District

Director

Cape Winelands Education District

Director

Overberg Education District

DirectorEden and Central Karoo Education District

Director

West Coast Education District

CEO

South Cape

CEO

Boland

CEO

Northlink FET College

CEO

False Bay

CEO

College of Cape Town

Director

Specialised Education

Director

Communication

DirectorBusiness Strategy & Stakeholder Management

Head

Education

Marcia Harker Brian Schreuder John Lyners Vacant

Sindi Mafanga-Kibi Archie Lewis Tina Singh Sigamoney Naicker Linda Rose Zozo Siyengo Vacant

Andile Siyengo Lesline McGlenatendolf Zodwa Modimakwane Genevieve Koopman Eddie Kirsten Sanette Nowers

Eugene Daniels

Osma Jooste Mogheti Makhozandile Ndzuzo

Lynne Coleridge

Sanjith Hansraj

Karen Bydell

Paul Swart André Clausen Phumla Satyo

Melvyn Caroline

Heinie Brand

Clifton Frolick

Bertram Loriston

Florence Rhoxo

Jannie Beukes

Luvuyo Ngubelanga

Chops Fourie

Leon Beech

Cassie Kruger

Jannie Isaacs

Berenice Daniels

Chief Director

Human Resources

Chief Director

Financial Management (CFO)

Director

Human Resource Management

Director

Management Accounting

Director

Human Resource Administration (Metro)

Director

Human Resource Administration (Rural)

Director

Labour Relations

Director

Financial Accounting

Director

Supply Chain Management

Tau Matseliso Leon Ely

Matthys Cronjé Eugene Meyer

Norman Daniels

Ivan Carolus

Salie Faker

Washiela Salie

Willie Carelse

Paddy Attwell Anne Schlebusch

Penny Vinjevold

Appendix A: Organogram of the WCED207


Appendix B: Action Plan to 2014 and Delivery Agreement Indicators (National) The national Department of Basic Education will provide provinces with information on this section. The provision of baseline information on indicators 16.1 to 27.2 is dependent on the availability of findings from a school monitoring survey that was conducted by the Department of Basic Education in 2011. The Department will update information on these indicators as information becomes available. Targets will be calculated and provided at a national level once all the data is available.

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r Indicator title Source of data Provincial Performance in 2011/12 (or most recent)

1.1 Percentage of Grade 3 learners performing at the required literacy level according to the country’s Annual National Assessments. ANA verification 43 1.2 Percentage of Grade 3 learners performing at the required numeracy level according to the country’s Annual National Assessments. ANA verification 36 2.1 Percentage of Grade 6 learners performing at the required language level according to the country’s Annual National Assessments. ANA verification 40 2.2 Percentage of Grade 6 learners performing at the required mathematics level according to the country’s Annual National

Assessments. ANA verification 41

3.1 Percentage of Grade 9 learners performing at the required language level according to the country’s Annual National Assessments. To be confirmed Piloted in 2010 3.2 Percentage of Grade 9 learners performing at the required mathematics level according to the country’s Annual National

Assessments. To be confirmed Piloted in 2010

4 Number of Grade 12 learners who become eligible for a Bachelors programme in the public national examinations. NSC database 15 214 5 Number of Grade 12 learners passing mathematics. NSC database 9 820 6 Number of Grade 12 learners passing physical science. NSC database 7 137 7 Average score obtained in Grade 6 in language in the SACMEQ assessment. SACMEQ database 583 (2007) 8 Average score obtained in Grade 6 in mathematics in the SACMEQ assessment. SACMEQ database 566 (2007) 9 Average Grade 8 mathematics score obtained in TIMSS. SA score 264. TIMSS database 389 10 Percentage of 7 to 15 year olds attending education institutions. GHS 98.3% 11.1 The percentage of Grade 1 learners who have received formal Grade R. ASS 45% 11.2 The enrolment ratio of children aged 3 to 5. (This is an indicator of concern to DBE and DSD.) GHS Not available

from StatsSA


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r Indicator title Source of data Provincial Performance in 2011/12 (or most recent)

12.1 The percentage of children aged 9 at the start of the year who are in Grade 4 or above. ASS/GHS 87.26% 12.2 The percentage of children aged 12 at the start of the year who are in Grade 7 or above. ASS/GHS 84.99% 13.1 The percentage of youths who obtain a National Senior Certificate from a school. GHS Not available

from StatsSA 13.2 The percentage of youths who obtain any FET qualification. (This is an indicator of concern to DBE and DHET.) GHS Not available

from StatsSA 14 The number of qualified teachers aged 30 and below entering the public service as teachers for first time during the past year. PERSAL 1463 15.1 The percentage of classes with no more than 45 learners. ASS 96.6%

Baseline data on the indicators below will be provided through a national sample survey conducted by the Department of Basic Education in 2011. Results are not yet available.

15.2 The percentage of schools where allocated teaching posts are all filled.

16.1 The average hours per year spent by teachers on professional development activities.

16.2 The percentage of teachers who are able to attain minimum standards in anonymous and sample-based assessments of their subject knowledge.

17 The percentage of teachers absent from school on an average day.

18 The percentage of learners who cover everything in the curriculum for their current year on the basis of sample-based evaluations of records kept by teachers and evidence of practical exercises done by learners.

19 The percentage of learners having access to the required textbooks and workbooks for the entire school year.

20 The percentage of learners in schools with a library or media centre fulfilling certain minimum standards.

21 The percentage of schools producing the minimum set of management documents at a required standard, for instance a school budget, a school development plan, an annual report, attendance rosters and learner mark schedules.

22 The percentage of schools where the School Governing Body meets minimum criteria in terms of effectiveness.


23.1 The percentage of learners in schools that are funded at the minimum level.

23.2 The percentage of schools which have acquired the full set of financial management responsibilities on the basis of an assessment of their financial management capacity.

24.1 The percentage of schools which comply with nationally determined minimum physical infrastructure standards.

24.2 The percentage of schools which comply with nationally determined optimum physical infrastructure standards.

25 The percentage of children who enjoy a school lunch every school day.

26 The percentage of schools with at least one educator who has received specialised training in the identification and support of special needs.

27.1 The percentage of schools visited at least twice a year by district officials for monitoring and support purposes.

27.2 The percentage of school principals rating the support services of districts as being satisfactory.


Appendix C: Contact Details Western Cape Education Department (WCED) The Western Cape Education Department (WCED) is responsible for public schooling in the province, from Grades 1 to 12, as well as further education and training (FET) in the FET colleges. The WCED operates in eight Education Districts with a Head Office in Cape Town.

Location Postal Address Telephone Fax

WCED Head Office Private Bag 9114, Cape Town, 8000 021 467 2000 021 467 2996

Metro Central Education District Private Bag X4, Athlone, 7760 021 514 6700 021 659 4413

Metro East Education District Private Bag X23, Kuilsriver, 7579 021 900 7000 021 903 9484

Metro North Education District Private Bag X45, Parow, 7500 021 938 3000 021 938 3180

Metro South Education District Private Bag X2, Mitchell's Plain, 7785 021 370 2000 021 372 1856

Cape Winelands Education District Private Bag X3102, Worcester, 6849 023 347 6000 023 342 4138

Eden & Central Karoo Education District Private Bag X6510, George, 6530 044 803 8300 044 873 2253

Overberg Education District PO Box 588, Swellendam, 6740 028 214 7300 028 214 7400

West Coast Education District Private Bag X3026, Paarl, 7620 021 860 1200 021 860 1231

WCED Call Centres: Personnel and Finance queries 0861 923 322 Safe Schools: 0800 45 46 47 Website WCED Online http://wced.school.za E-mail list WCEDnews http://list.pgwc.gov.za/mailman/listinfo/wcednews. Members post to [email protected]. This is a moderated list to protect members from spam. Twitter (micro-blogging) WCEDnews http://twitter.com/wcednews (for news-in-education-related tweets) WCEDlearn http://twitter.com/wcedlearn (for education-related tweets) Tumblr (blog) WCED/News/Home http://wcednewshome.tumblr.com/ WCEDnews http://wcednews.tumblr.com/ Posterous (blog) WCEDnews http://posterous.com/wcednews


Appendix D: Programme Performance Measures This appendix lists the national Programme Performance Measures provided by the Department of Basic Education. Key Performance Area: Programme 1

No. PPM Number Measure Definitions and Details Sources of Data Frequency of Reporting

1. PPM101 Number of public schools that use SA SAMS to provide data to the national learner tracking system

Public School: Refers to ordinary and special schools. It excludes independent schools Status Quo: Record the number of public schools that (as per the latest available date) use SA SAMS to provide data to LURITS Target: Record the number of public schools to be trained in the use of SA SAMS for the relevant quarter

Provincial EMIS: Operational Data

Quarterly

2. PPM102 Number of public schools that can be contacted electronically (e-mail)

Public School: Refers to ordinary and special schools. It excludes independent schools Status Quo: Record the number of public schools that can be contacted by email as per the latest available data Target: Record the number of public schools targeted to be provided with e-mail connectivity in the planned financial year

Provincial EMIS – SNAP Survey

Annual

3. PPM103 Percentage of education current expenditure going towards non-personnel items

Education Current Expenditure: Refers to all government non-capital education expenditure (inclusive of all sub-sectors of education including special schools and independent schools) Non-Personnel Items: Refers to all government non-personnel, non-capital expenditure in education (inclusive of all sub-sectors of education including special schools and independent schools) Calculation: Divide current expenditure devoted to non-personnel items in a given financial year by the total public current expenditure on education for the same financial year and multiply by 100 Status Quo: Record the latest available information Target: Record the projected expenditure for the planned financial year

Provincial CFO

Annual


Key Performance Area: Programme 1


4. PPM201 Number of learners enrolled in public ordinary schools

NB: This measure excludes enrolment in special schools and Grade R enrolment in public ordinary schools. Status Quo: Record total learner enrolment in public ordinary schools as per the latest SNAP data (excluding Grade R enrolment) Target: Record the number of learners expected to be enrolled in public ordinary schools in the planned financial year (excluding Grade R enrolment).

Provincial EMIS: SNAP Survey WC-CEMIS

Annual

5. PPM202 Number of educators employed in public ordinary schools

Teacher: is a school based educator whose core responsibility is that of classroom teaching at a school. Educator: refers to any person, who teaches, educates or trains other persons or who provides professional educational services. It excludes non-educator staff and includes all educators (temporary, substitute etc) Status Quo: Record the total number of educators employed in public ordinary schools as per latest available data. Target: The number of educators expected to be employed in the planned financial year.

Provincial PERSAL

Annual

6. PPM203 Number of non-educator staff employed in public ordinary schools

Educator: refers to any person, who teaches, educates or trains other persons or who provides professional educational services. Non-educator staff: all school-based staff that are not educators. These include support staff, administrative staff, hostel staff and professional non-teaching staff. Status Quo: Record the total number of non-educator staff employed in public ordinary schools as per the latest available data. Target: Record the number of non-teaching staff expected to be employed in the planned financial year.

Provincial PERSAL

Annual

7. PPM204 Number of learners in public ordinary schools benefiting from the “No Fee School” policy

Status Quo: Record the number of learners that benefitted from the “No Fee School Policy” in the past financial year. Target: Record the number of learners expected to benefit from the “No Fee School Policy” in the planned financial year.

Provincial Programme Manager

Annual




8. PPM205 Number of public ordinary schools to be provided with water supply

Status Quo: Record the number of schools that have water supply as per the latest available information Target: Record the number of schools to be supplied with water in the planned financial year.

Provincial NEIMS Programme Manager

Annual

9. PPM206 Number of public ordinary schools to be provided with electricity supply

Definition: School with electricity refers to schools that have any source of electricity including solar panels and generators. Status Quo: Record the number of schools that have electricity as per the latest available information Target: Record the number of schools to be electrified in the planned financial year.


Annual

10. PPM207 Number of public ordinary schools to be supplied with sanitation facilities

Sanitation facility: Refers to all kinds of toilets Status Quo: Record the number of public ordinary schools that have sanitation facilities (toilets) as per the latest available information Target: Record the number of schools to be supplied with sanitation facilities in the planned financial year.


Annual

11. PPM208 Number of classrooms to be built in public ordinary schools

Classrooms: Rooms where teaching and learning occurs, but which are not designed for special instructional activities. It excludes specialist rooms. Status Quo: Record the total number of classrooms that exist in public ordinary schools as per the latest available information Target: Record the number of classrooms to be built in the planned financial year. This measure excludes specialist rooms.


Annual

12. PPM209 Number of specialist rooms to be built in public ordinary schools (all rooms except classrooms – include: laboratories, stock rooms, sick bay, kitchen, etc)

Specialist Rooms: Rooms designed for special instructional and non-instructional activities. It excludes administrative offices and classrooms (as defined in PPM 208) and includes rooms such as laboratories, stock rooms, sick bays, kitchens, libraries, resource centres etc Status Quo: Record the total number of specialist rooms that exist in public ordinary schools as per the latest available information Target: Record the number of specialist rooms planned to be built in the planned financial year.


Annual


Key Performance Area: Programme 1 No. PPM Number Measure Definitions and Details Sources of Data Frequency

of Reporting 13. PPM210 Number of learners with special

education needs that are enrolled in public ordinary schools

Special education needs: Education that is specialised in its nature and addresses barriers to learning and development experienced by learners with special education needs (including those with disabilities) in public ordinary schools. Status Quo: Record the total number of learners with special education needs enrolled in public ordinary schools in the past financial year Target: Record the number of learners with special needs expected to be enrolled in public ordinary schools in the planned financial year. NB.: This measure excludes number of learners with special needs enrolled in special schools.

EMIS: Annual School Survey

Annual

14. PPM211 Number of full service schools Full-service schools: Ordinary schools that are specially resourced and orientated to address a range of barriers to learning in an inclusive education setting. Status Quo: Record the number of full service schools (public ordinary) that existed in the past financial year Target: Record the number of full service schools expected to be established in the planned financial year

Provincial Programme Manager

Annual

15. PPM212 Number of schools visited at least once a quarter by a circuit manager

Circuit Manager: PEDs have different names for this portfolio. For example, in Gauteng it is IDSOs. Status Quo: Total number of schools (special schools, independent schools and public ordinary schools) that were visited by circuit managers per quarter for support, monitoring and liaison in the past financial year. Target: Total number of schools planned to be visited by circuit mangers per quarter in the planned financial year.

Provincial Programme Manager: Districts

Quarterly

16. PPM301 Number of subsidised learners in independent schools

Independent Schools: schools registered or deemed to be independent in terms of the South African Schools Act (SASA) Status Quo: Record the total number of learners in subsidised independent schools in the past financial year. Target: Record the total number of learners in independent schools expected to be subsidised in the planned financial year

Provincial Programme Manager/CFO

Annual




17. PPM401 Number of learners enrolled in public special schools

Special School: Schools resourced to deliver education to learners requiring high-intensity educational and other support on either a full-time or a part-time basis. The learners who attend these schools include those who have physical, intellectual or sensory disabilities or serious behaviour and/or emotional problems, and those who are in conflict with the law or whose health-care needs are complex. Status Quo: Record the total number of learners enrolled in public Special Schools in the past financial year. Target: Record the total number of learners expected to be enrolled in special schools in the planned financial year. NB.: This measure excludes learners with special needs enrolled in public ordinary schools.

Provincial EMIS: SNE SNAP

Annual

18. PPM402 Number of educators employed in public special schools

Educator refers to any person, who teaches, educates or trains other persons or who provides professional educational services. Status Quo: Record the total number of educators employed in public Special Schools in the past financial year. Target: Record the number of educators expected to be employed in public Special Schools in the planned financial year.

Provincial PERSAL

Annual

19. PPM403 Number of Professional non-teaching Staff employed in public special schools

Teacher is a school based educator whose core responsibility is that of classroom teaching at a school. Professional non-teaching Staff These are personnel who are classified as paramedics, social workers, caregivers, therapists and psychologists etc. Status Quo: Record the total number of non-educator specialists employed in public Special Schools in the past financial year. Target: Record the number of non-educator specialists expected to be employed in public Special Schools in the planned financial year.

PERSAL Annual


Key Performance Area: Programme 1 No. PPM Number Measure Definitions and Details Sources of Data Frequency of

Reporting 20. PPM501 Number of students enrolled in

NC(V) courses in FET Colleges Status Quo: Record the total number of learners enrolled in NC(V) courses in Further Education and Training Colleges in the past financial year. Target: Record the number of students expected to be enrolled in NC(V) courses in FET Colleges in the planned financial year

Provincial Programme Manager (FET Colleges)

Annual

21. PPM502 Number of FET College NC(V) students who completed full courses successfully

Status Quo: Record the total number of FET College students who completed full courses successfully in the past financial year. Target: Record the total number of FET College students expected to complete full courses in the planned financial year.

Provincial Programme Manager (FET Colleges)

Annual

22. PPM601 Number of learners enrolled in public ABET Centres

ABET: All learning and training programmes for adults from Level 1 to 4, where ABET Level 4 is equivalent to Grade 9 in public schools or a National Qualifications Framework level 1, as contemplated in the South African Qualifications Authority Act, Number 58 of 1995. ABET Centre: Institutions that offer ABET programmes as per the definition of ABET. Status Quo: Record the total number of learners enrolled in public ABET Centres in the past financial year. Target: Record the total number of learners expected to be enrolled in public ABET Centres in the planned financial year.

Provincial EMIS: ABET SNAP Survey

Annual

23. PPM602 Number of educators employed in public ABET Centres

Status Quo: Record the total number of educators employed in ABET Centres in the past financial year. Target: Record the number of educators expected to be employed in ABET Centres in the planned financial year. NB.: This measure includes both part-time and full time (Headcount) ABET educators.

Provincial EMIS: ABET SNAP Survey

Annual


Key Performance Area: Programme 1 No. PPM Number Measure Definitions and Details Sources of Data Frequency of

Reporting 24. PPM701 Number of learners enrolled in

Grade R in public schools Status Quo: Record the total number of learners enrolled in Grade R in public schools (both ordinary and special schools) in the past financial year. Target: Record the number of Grade R learners expected to be enrolled in public schools (both ordinary and special) in the planned financial year. NB: This measure requires the total number of learners enrolled in Grade R sites attached to public schools not independent schools.

Provincial EMIS: SNAP Surveys

Annual

25. PPM702 Number of public schools that offer Grade R

Status Quo: Record the total number of public schools (ordinary and special) that offered Grade R in the past financial year Target: Record the number of public schools (ordinary and special) expected to offer Grade R in the planned financial year

Provincial EMIS:SNAP Surveys

Annual

26. PPM801 Number of candidates for the Grade 12 National Senior Certificate exams (matric exams)

Status Quo: Record total number of candidates that wrote the National Senior Certificate examination in the past financial year. Target: Record the number of candidates expected to register for the National Senior Certificate examination in the planned financial year.

Provincial Programme Manager: Examinations Database

Annual

27. PPM802 Number of candidates for the ABET NQF Level 4 examinations

Status Quo: Total number of ABET level 4 students that wrote the ABET level 4 examinations in the past financial year Target: Total number of ABET level 4 students that are expected to write the ABET level 4 examinations in the new financial year

Provincial Programme Manager: ABET Examinations Database

Annual


Appendix E: Glossary

AET: Adult Education and Training ACE: Advanced Certificate in Education CEM: Council of Education Ministers CEMIS: Central Education Management Information

System CLC: Community Learning Centre CTLI: Cape Teaching and Learning Institute DHET: Department of Higher Education and Training DOCS: Department of Community Safety DBE: Department of Basic Education DEMIS: District Education Management Information

System ECD: Early Childhood Development ECM : Enterprise Content Management EE: Employment Equity EIG: Education Infrastructure Grant EMIS: Education Management Information System EPWP: Expanded Public Works Programme EWP: Employee Wellness Programme FET: Further Education and Training GET: General Education and Training HEI: Higher Education Institution ICT: Information and Communication Technology IMG: Institutional Management and Governance I-SAMS: Integrated School Administration and

Management System IQMS: Integrated Quality Management System KM: Knowledge Management LSEN: Learners with Special Education Needs LTSM: Learning and Teaching Support Materials MTEF: Medium-Term Expenditure Framework NCS: National Curriculum Statement

NC(V): National Curriculum (Vocational) NPDE : National Professional Diploma in

Education NGO: Non-Governmental Organisation NQF: National Qualifications Framework NSC: National Senior Certificate NSNP: National School Nutrition Programme OHSA: Occupational Health and Safety Act PFMA: Public Finance Management Act PILIR: Policy on Incapacity Leave and Ill-

Health Retirement PPI: Programme Performance Indicator PPP: Public-Private Partnership PPM: Programme Performance Measure RCL: Representative Council of Learners SACE: South African Council for Educators SAQA: South African Qualifications Authority SASA: South African Schools’ Act SASAMS: School Administration and Management

System SAPS: South African Police Services SETA: Sector Education and Training Authority SGB: School Governing Body SITA: State Information Technology Agency SMT: School Management Team SPMDS: Staff Performance Management and

Development System WSE: Whole-School Evaluation

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